Inquiring English Teachers with Non-English Educational Backgrounds in Bali: Do They Know How to Teach English?
- DOI
- 10.2991/assehr.k.220201.004How to use a DOI?
- Keywords
- non-English educational background; pedagogical knowledge; primary school English teacher; professional development
- Abstract
The fact that Bali is an international tourism destination places the needs to teach English since an early age in Bali. However, research to date about English teachers of primary schools in Bali shows that not all of these teachers are holding English education qualification backgrounds. This qualitative study involved interviewing 4 non-English education qualification teachers who have to teach English regardless of their unsuitable qualification. This article presents a narrative of these teachers’ experience of teaching English. It presents insight on what they understand about English teaching, the challenges they encountered, and the professional development disposition they had. The interview shows that these English teachers understand the principles of teaching English but for some reasons such as school support and English competency, they hardly put some of these principles into action. They are struggling with using the target language fully in the classroom, using interesting media, and providing more students-centered activities. These teachers have compliant disposition in attending formal professional development program and some self-directed learning which is more oriented to their needs.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - I.G.A. Lokita Purnamika Utami PY - 2022 DA - 2022/02/10 TI - Inquiring English Teachers with Non-English Educational Backgrounds in Bali: Do They Know How to Teach English? BT - Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) PB - Atlantis Press SP - 19 EP - 24 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220201.004 DO - 10.2991/assehr.k.220201.004 ID - Utami2022 ER -