Promoting Place-Conscious Pedagogy in a Rural EFL Teacher Preparation Program During Emergency Remote Learning

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Preparing Future Teachers to Teach in Diverse Contexts (Table 1)

Abstract

This study explored the experience of two Indonesian teacher educators in responding to emergency remote learning (ERL). Using the place conscious pedagogy (PCP) framework, we focused on their pedagogically creative and constructive approach to promoting active learning, contextual learning, and digital literacy for rural EFL teacher education programs. We collected data through two phases of online interviews, samples of lesson plans, online instructions, students' assignments, and students' feedback. We used content analysis and categorization to generate findings. The data indicates several creative teaching approaches to prepare EFL preservice teachers amid rural poverty and isolation limitations. This study contributes to understanding the implementation of place-conscious pedagogy in rural education, specifically on how to prepare EFL preservice teachers to teach language online.

Authors

• Wuri P Kusumastuti, University at Albany - SUNY
  Presenting Author

• Dongni Guo, University at Albany - SUNY
  Presenting Author