EXPLORING PRE-SERVICE TEACHER’S EMOTIONAL EXPERIENCE

DURING INTERNATIONAL TEACHING PRACTICUM : AN

EMOTIONAL GEOGRAPHY PERSPECTIVE
A RESEARCH PROPOSAL
Submitted to Fulfil the Requirements for writing thesis at English Education
Department of Faculty of Education Sciences and Teacher’s Training Siliwangi
University

by

MARLIN HIDAYAT

162122099

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES AND TEACHERS TRAINING

SILIWANGI UNIVERSITY

TASIKMALAYA

2020
 APPROVAL SHEET

EXPLORING PRE-SERVICE TEACHER’S EMOTIONAL EXPERIENCE

DURING INTERNATIONAL TEACHING PRACTICUM : AN

EMOTIONAL GEOGRAPHY PERSPECTIVE

MARLIN HIDAYAT

162122099

Approved by:

Supervisor I, Supervisor II,

Metty Agustine Primary, S.Pd.,M.Pd. Agis Andriani, S.Pd.,M.,Hum.

NIDN. 0415128105 NIDN. 0025128105

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 PREFACE

All praises are to Allah swt., the creator of the universe. Due to His grace,

mercy and blessing, I am able to finish writing this research proposal entitled

“Exploring Pre-Service Teacher’s Emotional Experience During International

Teaching Practicum : An Emotional Geography Perspective”. This research is

submitted to fulfil Requirements for writing thesis at English Education

Department of Faculty of Education Sciences and Teacher’s Training Siliwangi

University.

This research proposal cannot be accomplished without supports from several

people around me. In this occasion, I would like to express my gratitude to them.

May Allah swt. reply their kindness in better ways. Especially to the honorable:

1. Head of the English Education Department, Faculty of Educational

Sciences and Teacher’s Training, Siliwangi University, Tasikmalaya.

2. Metty Agustine Primary, S.Pd., M.Pd. as first supervisor

3. Agis Andriani, S.Pd., M.Hum. as second supervisor

4. All lecturers of English Education Department, Faculty of Educational

Sciences and Teacher’s Training, Siliwangi University, Tasikmalaya.

Lastly, I, as the writer, welcome suggestion and constructive criticism from

the readers for improvement of my writing. Hopefully, this research proposal can

be useful and gives the advantages both for me and the readers.

Tasikmalaya, 4 Februari 2020

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 The Writer

TABLE OF CONTENTS

APPROVAL SHEET ......................................................................................... i

PREFACE ......................................................................................................... ii

TABLE OF CONTENTS ................................................................................. iii

LIST OF TABLES ........................................................................................... iv

A. Background ............................................................................................ 1

B. Operational Definitions ..........................................................................4

C. Research Question ................................................................................. 4

D. Significance of the Study ....................................................................... 5

E. Literature Review .................................................................................. 5

1. International Teaching Practicum Pre-service teacher emotion’s ... 5

2. Emotional Geography ; Theory, Concept and Research.................. 7

F. Research Design .................................................................................... 9

G. Setting and Participant ........................................................................... 9

H. Data Collection .................................................................................... 10

I. Data Analysis ....................................................................................... 11

J. Research Schedule ............................................................................... 12

REFERENCES ................................................................................................ 13

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 LIST OF TABLES
Table 1. Research Schedule ............................................................................. 13

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 A. Background

Teaching practicum is compulsory to be conducted by pre-service teacher

as a program in faculty of teacher education whether it is in Indonesia or even all

around the world. Teaching practicum could be conducted locally or globally. And

in international context, it is called as known as International Teaching Practicum

(henceforth, ITP). University offered to pre-service teacher for joining

international teaching practicum program according to Kissock & Richardson

(2010), International teaching practicum are increasingly being offered as an

option in teacher preparation programs as a way of addressing goals related to

internationalization, and developing intercultural competence. International

teaching practicum are supported by academic program because a lot of

opportunities will be obtain by pre-service teacher, the opportunities for students

engage with the issue related to pre-service global perspective and professional

development, “ITP is looked as an opportunity for future teachers to enhance their

world views and expand their personal and professional development” (Kabilan et

al., 2017).

Major & Santoro (2016) point out International teaching practicum

popularity is getting increased as it gives many interesting benefits for pre-service

teacher in conducting this program, such as experiencing intercultural diversity,

improving analytical and communication skills with citizens of the world. Whaley

& Davis (2007) found that Intercultural competence is the ability to function

effectively across cultures, think and act appropriately, and communicate and

work with people from different cultural backgrounds. On the other hand, there

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are also obstacles which pre-service teacher will face during international teaching

practicum program. Parr (2016) noted that pre-service teacher experienced

number of difficulties during the international teaching practicum, such as;

cultural shocked, difficult to adapt in new environment, and having difficulty

finding source for teaching whether its lesson plan, books, syllabus, and curricula.

Furthermore, pre-service teacher experienced anxiety when pre-service teacher

had to teach the student that is unfamiliar, including language and behaviour.

Because of that they have lack of experience and background knowledge

regarding in cultural and language in another country.

As I have experienced being ITP pre-service teacher, I strive to adapt with

different people, geographic place and environment context outside my home

country Indonesia. On the other hand, I deal with experiencing so much

intercultural diversity, language shifted, and difficulty on teaching student in

another country, furthermore I also felt the emotion of joy, excitement and

anxiety. This process of International teaching practicum could lead the diversity

of emotional geography of teaching a theoretical framework proposed by Andy

Hargreaves (2001). Emotional geography describes the pattern of closeness and/or

distance in human interactions that shape the emotion we experience about

relationship to ourselves, each other, and the world around us, which consist of

five key elements; a) Physical geography relates to the closeness and/or distance

created by time and space, b) Moral geography relates to the closeness and/or

distance created by the differences of gender, race, ethnicity, language and culture,

c) Socio-cultural geography relates to the closeness and/or distance created by

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different understandings of the norms of professionalism and professional

practice, d) Professional geography relates to the closeness and/or distance created

by different understandings of the norms of professional practice., and e) Political

geography relates to the closeness and/or distance created by different

understandings of power (see Hargreaves 2001, p. 1062-1075).

However, from the previous research about the international teaching

practicum A study by Kabilan et al., (2017) has examined two Malaysian PSTs

and explored their experiences during the practicum in Bangladesh. The result has

shown that ITP served interesting benefits for PSTs in the term of confidence,

teaching skills, perspective on education and culture, and interpersonal skills. In

addition, a study by Larsen & Searle (2017) reported that PST has gained a

positive ‘global awareness’ and ‘self-awareness’ from the international teaching

they had experienced. The result of the study emphasized that ITP allowed PST to

‘reflect’ or learn about themselves more in-depth throughout different culture and

education system they faced in the host country which was able to lead them to

take an action as a ‘global citizen’.

Even though there are a lot of international teaching practicum research

has been conducted, there is a little attention in documenting the international

teaching practicum lived experience from the emotional components, As I have

engaged of joining an international teaching practicum program in one of the

schools in Thailand, I have experienced the variety of emotions ranging from

negative emotions and negative emotions to mixed emotions. the research will

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deal with the pre-service lived experiences using Hargreaves’ framework

emotional geographies

B. Operational Definitions

To avoid misunderstanding, about the terms set out in this study,

the author provides some definitions related to this study, as follows:

1. Emotional geography : a framework within human geography dealing

with the relationship between human emotion and their contextual

environment

2. International teaching practicum : International Teaching Practicum

(ITP) is a platform that provides experiences and opportunities for pre-

service teachers to teach professionally in the teaching profession in

another country.

3. Pre-service teacher : Student-teachers who are practicing their teaching

ability to gain experiences in order preparing their future opportunity to

become a teacher.

C. Research Question

The present research is formulated in question, “What are the

diversities of pre-service teachers’ emotional landscapes represented

during international teaching practicum?” By employing this formula, the

researcher expects to know about the emotional geographies represented

by a pre-service teacher.

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D. Significance of the Study

Research : this study will reveal how pre-service teacher’s

emotional Geographies are represented during

international teaching Practicum programme.

Theory : This study can be useful for university and

institutions to be more aware to provide appropriate

and intense scaffolding for pre-service teacher

particularly in terms of international teaching

practicum

Practice : this study can be useful for another pre-service

teacher who want to conduct an International

teaching practicum in order to prepare more

competence of the pre-service teachers in the near

future.

E. Literature Review

1. ITP Pre-service Teacher’s Emotion

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 The research on emotionality in education especially in learning

has been widely conducted in decades (Pekrun, 2006; Frenzel & Pekrun,

2007 and Reimer, 2015). Not too mention, in the past years, there has been

development in emotionality of teaching (Liu, 2016; Veen, Sleegers &

Ven, 2005). The research is aimed to understand the mobilization of

teachers’ emotion in teaching to certain transformations that happened on

their professional practices, such as demographic, cultural and social

transformations (Zembylas, 2010).

The role of emotion is very essential, because it deals with

performance, development and identity (Schultz and Zembylas, 2009).

Hence such changes in one’s identity and experiences are influenced to the

emotion that is displayed (Veen, Sleegers & Ven, 2005). For example,

during the teaching process, teacher can display negative, positive and

mixed emotions (Hargreaves 2000; & Veen, Sleegers & Ven, 2005).

However, the emotion displayed, can be shaped and reshaped based on

different social, cultural and political influences (Zembylas 2010).

Dealing with this, during the process of international teaching

practicum, the Pre-service can display positive, negative and mix emotions

such as feeling inferior, unpleasant, anxiety, unconfident and etc

(Hargreaves, 2001; Pekrun, 2007 & Stepp, 1997). The distance such as; a)

The difference of gender, b) The difference of race or ethnic group, c) The

difference of insensitivity in Teaching become the reasons of the emotion

occurrence that happened to pre-service teacher during the International

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 teaching practicum (Parr, 2016). Therefore the frame work of emotional

geography; a) Sociocultural geography, b) Moral geography, c) Physical

geography, d) Political geography and e) Professional geography (see

Hargreaves 2001, p. 1062-1075) is suggested to obtain well understanding

about Pre-service teacher emotion through lived experience.

2. Emotional Geography ; Theory, Concept and Research

Emotional Geography was first invented by Andy Hargreaves

(2001) as a pattern to describe closeness and distance between human

interaction and the experience that shape the emotion. In teaching and

learning process, emotion plays essential role in engaging the stake

holders as a whole (Denzin, 2009). The concept of emotional geographies

helps us identify the supports and problem from basic emotional bonds

and understandings of schooling that arise from forms of distance or

closeness in people’s interactions or relationships. That is why, when it

was first invented, it was aimed to improve the standard of learning and

teaching. Hargreaves proposes five key elements of emotional geography;

a) Sociocultural geography, b) Moral geography, c) Physical geography, d)

Political geography and e) Professional geography (see Hargreaves 2001,

p. 1062-1075).

Sociocultural geography deals with the closeness or distance

created by the differences of gender, race, ethnicity, language and culture.

Students come from myriad of backgrounds. Each of them are unique,

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because they speak different languages and mother tongues, come from

different city or town, have different cultural belief and might have

different look. These divergences create different personalities between the

students.

Moral geography deals with the closeness or distance created by

the differences of purposes and senses of accomplishment in professional

practice. Emotions displayed by teachers and students come from different

purposes. Hence, the performance, development and achievement owned

relies on the purposes and senses of accomplishment.

Physical geography deals with the closeness or distance by

differences of time and space. The emotional understanding of the

teachers, student and parents is made by the proximity of intensity,

frequency, continuity and interaction. In this engagement, time and space

play important role.

Political geography deals with the closeness or distance by the

differences of status and power. In emotional geography of schooling, to

some teacher having superior power leads to feel secure because they are

protected. In addition, increased status often leads to feel satisfaction and

contentment over the responsibility hold. Contrastly, the reduction of

status and power often leads to feel anxiety, insecurity and anger.

Professional geography deals with the closeness or distance by the

difference professionalism. In emotional geography of schooling, teachers

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 often faced dilemma in confronting the problem; whether they have to

solve it as how teachers supposed to do or to adjust with the situation

occurred.

F. Research Design

The method used in this research is narrative inquiry. Craig argued

that (as cited in Rushton, 2000) narrative inquiry allows the participant to

portray the personal story and lived experience that connects to cultural

context. Furthermore, narrative inquiry allows the researcher to understand

better the human phenomena and existence through the stories (Clandinin

and Connelly, 2000; Kim, 2016 and Widodo, 2013). This method is

chosen because the researcher will investigate the lived experience of the

pre-service teacher who has experienced International teaching practicum

in Thailand.

G. Setting and Participant

Since the design of the research is narrative inquiry, I played a role

here as the participant which I 23 years old male student at Siliwangi

University in English Education Department. I shared basic knowledge

and lived experience in how I was being a pre-service teacher in one of the

Schools in Kabang District, Yala Province, Thailand for 6 months in May

9
 until October 2019. I taught two classes which consist of 32 students for

every class.

H. Data Collection

The data collection conduct using reflective journal, which is

formed by DICR to obtain the data related to pre-service lived experience

emotionality during international teaching practicum. The data taken will

be started from the first time I started conducting ITP until the

responsibility has accomplished as the pre-service teacher. Keeping self-

reflective journals is a strategy that can facilitate reflexivity, whereby

researchers use their journal to examine “personal assumptions and goals”

and clarify “individual belief systems and subjectivities” (Ahern as cited in

Russell & Kelly, 2002, p. 2). In addition, The reflective journal will be

arranged based on the emotional geography’s framework (Hargreaves,

2001) ; a) physical geography, b) moral geography, c) sociocultural

geography, d) Political Geography and e) Profesional Geography.

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I. Data Analysis

The data from the reflective journal will qualitatively analyzed by

using thematic analysis (Braun & Clarke, 2006) based on the framework

of emotional geography (see Hargreaves, 2001, p.1062-1075) The analysis

of this research involves five points of emotional geography perspectives;

a) Sociocultural geography, b) Moral geography, c) Physical geography, d)

Political geography and e) Professional geography (see Hargreaves, 2001,

p. 1062-1075).

The analysis procedures divided into six phases which are :

1. Familiarizing with the data

This phase the researcher read and rereads the reflective journal which

help the researcher to familiar with the data.

2. Generating initial codes

The researcher identify and highlighting the data accordance the emotional

geography frame work which aided the researcher to group the data on the

next phase.

3. Searching for themes

The researcher groups the highlighted data from previous step into the

themes.

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 4. Reviewing potential themes

The researcher reviews and checks to make sure that it has been placed

properly whether any data were needed to be replaced in case of

misplacing the data

5. Defining and naming the themes

This phase is the process of naming well-reviewed groups of the data

based on the emotional geography framework.

6. Producing the report

The researcher reports the findings of the study.

J. Research Schedule

Table 1. Research Schedule

Nov Dec Feb Mar Apr May Jun

No Description
2019 2019 2020 2020 2020 2020 2020
1 Research proposal
writing
2 Research proposal
examination
3 Data analysis
4 Report
5 Thesis Examination

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Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.

Qualitative Research in Psychology, 3(2), 77–101.
https://doi.org/10.1191/1478088706qp063oa
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College
Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142
Kabilan, M. K., Hussin, H., Zul-Qarna, N., Abdullah, A. C., Ismai, H. N., &
Khan, M. A. (2017). International teaching practicum in Bangladesh: An
investigation of tesol pre-service teachers’ professional development
experiences. Malaysian Journal of Learning and Instruction, Specialissue,
117–140.
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profession: It is time to internationalize teacher education. Teaching
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42(4), 460–474. https://doi.org/10.1080/03054985.2016.1195734
Russell, G. M., & Kelly, N. H. (2002). Research as interacting dialogic processes:
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066X.62.6.563
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