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5.2.2.2.1 Visions for teaching
When asked about the type of English classroom she wanted to have, Tina said that her ideal English classroom was one characterized by high involvement of
the students. Further, she said that high involvement should mean that when she was teaching she wanted the students to be active in all classroom activities. On
the other hand, Tina said that she did not want to have a passive classroom with students with low motivation, a classroom where there was only one-way
communication focusing on doing what was in the student working sheet.
In terms of the criteria for a successful English teacher, she indicated that a successful English teacher was a teacher who could manage the classroom and
who could turn passive students into active ones.
5.2.2.2.2 Self-efficacy beliefs
Tina expressed her doubt in responding to the questions about her efficacy for English. When responding to the question as to whether her English was
sufficient to support her teaching, she said, I don‘t think so. Because I still need more and more... I still need to
improve my English. That is why we as teachers, English teachers here always practice and discuss the teaching problems with other English
teachers Tina
– interview. In terms of the strategy she used in her instruction, Tina emphasized her ability
to create a supportive atmosphere for the students to learn as her main goal. She said that there were three steps she commonly practised in her teaching. She
said,
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Ok, there are some steps here. The first one is deciding the theme of teaching and the genre will be used. The second one is develop the
materials on both the theme and genre. The third develop activities to create atmosphere in which the students practice a lot and master the
target language of English Tina
– interview. She also nominated bringing some brochures as an example of materials she
believed to be able to create joyful supportive learning atmosphere.
Tina seemed to lose track in answering the question about her confidence in managing the classroom. She appeared confused between managing the class
and engaging the students in learn ing. In responding to the question of ‗To what
extent can you manage your classroom in general?‘, she told the researcher about her ability to make the students involved in the learning processes, her
ability to encourage them to practise and to create conditions where students did the tasks happily and voluntarily. Interestingly, Tina did not agree with the term
‗disruptive‘ students and did not consider disruption a problem. She said that disruption was caused by students who needed different degrees of attention.
She, therefore, paid some extra attention to those students.
In the implementation of the curriculum, Tina rated her own readiness at eight to nine on a ten-point scale. This is interesting because she was identified as a
middle-ranked teacher who also expressed her low confidence in her English.
5.2.2.2.3 The Contribution of CBIT