Exploring Teacher’s Identity and Reflection of local culture Urang Banjar Gawi Manuntung in a Classroom Interaction Context.
DOI:
https://doi.org/10.47750/pegegog.13.02.11Keywords:
Keyword; Teacher identity, classroom interaction, local culture, Gawi manuntung.Abstract
Albeit there are many studies that discuss teacher identity, there are still very limited discussions about kinds of teachers' identity that reflect into the local culture (Gawi manuntung) Urang Banjar (Banjar People). This research is descriptive qualitative research, with in-depth observation and interview methods that focus on the teacher identity of Urang Banjar and how teacher identity reflects on local culture. The results showed that the identity of Banjar teachers can be categorized, A sense of appreciation (Saling Mahargai), A sense of positive relationship (Baakuran or Barukunan), A sense of competence (Baisi Kabisaan), A sense of commitment (Taguh Hati). Meanwhile, the identity of the teacher must be able to be integrated in the teaching and learning process as a reflection of local culture. Local culture provides a sense of identity for teachers and students in a learning environment.
Downloads
References
Archana, S., & Usha Rani, K. (2017). Role of a teacher in English language teaching (ELT). International Journal of Educational Science and Research (IJESR), 7(1), 1-4.
Bahar, Purwati, O., & Setiawan, S. (2022). Exploring Teacher Power Use and Student Silence in an EFL Classroom: Evidence from Indonesia. Pegem Journal of Education and Instruction, 12(2), 157-165.
Barnes, M. E. (2017). Encouraging interaction and striving for reciprocity: The challenges of community-engaged projects in teacher education. Teaching and Teacher Education, 68, 220-231.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge journal of education, 39(2), 175-189.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 1-14.
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and teacher education, 90, 103004.
Chen, J. L., & Mensah, F. M. (2018). Teaching contexts that influence elementary preservice teachers’ teacher and science teacher identity development. Journal of Science Teacher Education, 29(5), 420-439.
Claessens, L. C., van Tartwijk, J., van der Want, A. C., Pennings, H. J., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. The Journal of Educational Research, 110(5), 478-493.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. Second handbook of English language teaching, 719-736.
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882.
Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
Gamayao, M. D., & Binas, J. E. E. (2021). Teaching competence and pedagogical content knowledge of science teachers in the First District of Capiz, Philippines: Basis for a sustainable instructional program. European Journal of Humanities and Educational Advancements, 2(1), 26-34.
Imron, A., Wiyono, B. B., Hadi, S., Gunawan, I., Abbas, A., Saputra, B. R., & Perdana, D. B. (2020, November). Teacher professional development to increase teacher commitment in the era of the Asean Economic Community. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 339-343). Atlantis Press.
Kasalak, G., & Dagyar, M. (2020). The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16-33.
Korthagen, F. 2004. “In Search of the Essence of a Good Teacher: Towards a More Holistic Approach in Teacher Education.” Teaching and Teacher Education 20 (1): 77–97. doi: 10.1016/j.tate.2003.10.002.
Kirbas, A. (2018). The Effect of Interactive Whiteboard Applications Supported by Visual Materials on Middle School Students' Listening Comprehension and Persistence of Learning. Universal Journal of Educational Research, 6(11)
Lynch, R. P., & Pappas, E. (2017). A Model for Teaching Large Classes: Facilitating a" Small Class Feel". International Journal of Higher Education, 6(2), 199-212.2552-2561.
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?. Journal of Educational Psychology, 111(5), 861.
Mantra, I. B. N. (2017). Promoting primary school teachers’ competence through dynamic interactive workshop and partnership. International Journal of Linguistics, Literature and Culture, 3(1), 1-6.
Nadilla, Dewicca F, (2017). "Exploring the Philosophical Value of Banjar People's Lives in History Learning as a Foundation for Morals and Student Character in South Kalimantan." National Seminar on Educational Technology 2017, Surakarta, Indonesia, 2017. Sebelas November University.
Renata, R., Wardiah, D., & Kristiawan, M. (2018). The influence of headmaster’s supervision and achievement motivation on effective teachers. International Journal of Scientific & Technology Research, 7(4), 44-49
Rots, I., G. Kelchtermans, and A. Aelterman. 2012. “Learning (Not) to Become a teacher: A Qualitative Analysis of the Job Entrance Issue.” Teaching and Teacher Education 28 (1): 1–10. doi:10.1016/j. tate.2011.08.008
Stein Mayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement–replicating and extending previous findings. Frontiers in psychology, 10, 1730.
Thakur, K. (2017). Fostering a positive environment in schools using positive discipline. Indian Journal of Positive Psychology, 8(3), 315-319.
Wahyu. (2020). Local Wisdom in Banjar Cultural Perspective. Vol. 3 No. , 229.
Whipp, J. L., & Geronime, L. (2017). Experiences that predict early career teacher commitment to and retention in high-poverty urban schools. Urban Education, 52(7), 799-828.
Yan, Y. (2019). The Research on Teacher-Student Relationship from the Perspective of Educational Philosophy. Open Journal of Social Sciences, 7(12), 448-459.
Yang, G., Badri, M., Rashedi, A. A., & Almazroui, K. (2018). The social and organisational determinants of school commitment of expatriate teachers. Journal of Research in International Education, 17(1), 33-48.
Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325-342.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pegem Journal of Education and Instruction

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.