Narratives of Indonesian Pre-Service English Teachers’ Agency in International Teaching Practicum
Abstract
Teacher agency is a central component that highly influences a teacher’s
perspective and practices. Despite extensive research on teacher agency among pre-
service teachers, limited understanding of teacher agency within existing structures
and system in education particularly in International Teaching Practicum (ITP). The
present study explored narratives from two pre-service English teachers in terms of
teacher agency. One participant had conducted ITP in Vietnam, while the other was
in the Philippines. The data were collected through a series of semi-structured
interviews. Through a thematic analysis, the results of this study indicated that the
two participants transformed their teacher agency as they practiced it under the
influence of various aspects, including sociocultural differences, teaching
challenges, and assistance from other teachers. Teachers can transform their agency
by embracing the diverse cultural backgrounds of their students and incorporating
culturally relevant teaching strategies. When it comes to teaching challenges,
teachers can collaborate with their colleagues to share ideas, resources, and
strategies. This collaboration can be through professional learning communities,
mentorship programs, or even informal conversations. Seeking assistance from
other teachers can provide valuable support and fresh perspectives. It pertains
entirely to building a strong network of educators who can inspire and empower
each other. This study provides empirical evidence of teacher agency in ITP that
may serve as a starting point for further research in the same context.