Exploring Female Pre-Service EFL Teacher’s Experiences with Content-Based Instruction: A Narrative Inquiry

Dwi Safitri Mariesta Isnaini*  -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Sayyidatul Fadlilah  -  Universitas Islam Negeri Walisongo Semarang, Indonesia
Ikhrom Ikhrom  -  Universitas Islam Negeri Walisongo Semarang, Indonesia

(*) Corresponding Author
The common major teachers' issue in classroom situations is creating an effective learning environment by involving their competencies to connect rational understanding, conceptual approach, and adaptive reasoning in delivering content subject matter. Moreover, the CBI implementation in the context of foreign language teaching requires teachers to have the ability to design content-based lesson planning and emphasize language proficiency. This study involves narrative inquiry to explore female pre-service EFL teachers' experiences with content-based instruction during teacher preparation program. The study was framed with theoretical concepts related to teacher professional knowledge of EFL and PCK (Pedagogical Content Knowledge) as EFL teachers' manner described her pedagogical knowledge. The data were obtained from various sources (e.g., interviews, post-observation, learning diary, autobiography, and personal accounts). The data have subsequently been analyzed that produce evidence of how the participant actively applies CBI in a teaching practice placement, how she created a classroom situation, and her aspiration concerning CBI in the career future. The findings of this study support “Martel, J. (2018). Three foreign language student teachers’ experiences with content-based instruction: exploring the identity/innovation interface” claim that PCK allows a student-teacher to implement CBI successfully.

Keywords: Female pre-service EFL teacher; content-based instruction teacher preparation program; pedagogical content knowledge

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