The Belief System in Empowerment with Five Dimensions on Language Teacher Education Context

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Sinopsis The Belief System in Empowerment with Five Dimensions on Language Teacher Education Context

The Belief System in Empowerment with Five Dimensions on Language Teacher Education Context

Critical pedagogy and transformative education require empowerment, which involves the process of humanizing a human life and including a sense of personal control to combine better health and well-being. From another point of view, the success of educational transformation depends on teacher instruction or teacher training, which is frequently viewed as the responsibility of the organization. The complex powerlessness condition for preservice teachers, particularly in the English teaching context, has been triggered by the phenomenon of student disempowerment. Most preservice teachers find it difficult to create English teaching materials for their teaching practicums. Preservice teachers sometimes encounter a hostile classroom environment when they express a preference for teacher empowerment over student empowerment. In-service teachers and preservice teachers agree on the importance of teacher control in the classroom, there is less agreement on the importance of creating a classroom environment of positive affirmation and student empowerment.

Importantly, English educator training programs should help pave the way for the struggle to take responsibility for student success in all aspects, improve the quality of human resources, and improve the quality of education in the country. This book presents the findings of a review on preservice teachers’ beliefs in empowerment models in the context of Teacher Education for English as a Foreign Language (EFLTE).

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