Proceedings of the 7th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2023)

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Inquiring into A Teacher’s understanding of Genre-based Pedagogy

A Case Study

Authors
Widya Nur Faradina1, *, Isti Siti Saleha Gandana1
1English Education Department, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
*Corresponding author. Email: widyanrf@upi.edu
Corresponding Author
Widya Nur Faradina
Available Online 26 February 2024.
DOI
10.2991/978-94-6463-376-4_65How to use a DOI?
Keywords
Genre-based pedagogy; SFL-GBA; teacher’s understanding
ABSTRACT

Teaching English through texts is one of the keys focuses of the current Indonesian education curriculum, Kurikulum Merdeka, which has been informed by systemic functional linguistics (SFL) and genre-based pedagogy (GBA). This approach highlights the importance of teachers’ roles in achieving the objectives of the curriculum. In view of this, teachers’ understandings of genre-based pedagogy become of prime importance in achieving a successful teaching and learning process. Due to the limited studies on this topic, the present case study explores one novice teacher’s conception of genre-based pedagogy and how her understanding of the concept evolves throughout her professional journey. Through a series of interviews, this study reveals that the teacher’s understanding of genre-based pedagogy evolved within three distinct phases, which were classified into (1) the early years of teaching, (2) growing awareness through continued academic and professional experience, and (3) genre-based pedagogy in practice. It was evident that the teacher’s understanding of genre-based pedagogy within the three phases was greatly influenced by the contexts in which she studied and taught. This study emphasizes that in order to develop teachers’ understanding of genre-based pedagogy, it is imperative that they be given ample exposure to theory and practice.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 7th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
26 February 2024
ISBN
978-94-6463-376-4
ISSN
2352-5398
DOI
10.2991/978-94-6463-376-4_65How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Widya Nur Faradina
AU  - Isti Siti Saleha Gandana
PY  - 2024
DA  - 2024/02/26
TI  - Inquiring into A Teacher’s understanding of Genre-based Pedagogy
BT  - Proceedings of the 7th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2023)
PB  - Atlantis Press
SP  - 485
EP  - 493
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-376-4_65
DO  - 10.2991/978-94-6463-376-4_65
ID  - Faradina2024
ER  -