Becoming Scholarly Writers through Professional Learning Community: A Phenomenological Case Study of Indonesian Teacher-Educators

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Published: Jan 31, 2024
Keywords:
professional development professional identity professional learning community (PLC) scholarly writer teacher educator

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Nina Wanda Cassandra
English Language Education, Universitas Negeri Jakarta
Rahmah Fithriani
English Language Education, Universitas Islam Negeri Sumatera Utara
Rina Husnaini Febriyanti
English Language Education, Universitas Indraprasta PGRI Jakarta
Amirul Mukminin
The Graduate School/Faculty of Education Universitas Jambi

Abstract

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire’s (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties’ research competence and develop their scholarly writing capacity.

Article Details

How to Cite
Cassandra, N. W. ., Fithriani, R., Febriyanti, R. H. ., & Mukminin, A. (2024). Becoming Scholarly Writers through Professional Learning Community: A Phenomenological Case Study of Indonesian Teacher-Educators. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 8–29. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270370
Issue
Vol. 17 No. 1 (2024): LEARN Journal (January-June)
Section
Research Articles
Author Biographies

Nina Wanda Cassandra, English Language Education, Universitas Negeri Jakarta

A lecturer in the English education department at Universitas Negeri Jakarta, Indonesia. She is currently pursuing her doctorate in English language education. Her current research interests lie in the areas of dialogic pedagogy, classroom interaction, technology integration in EFL teaching and learning, and pre-service teacher education and professional development.

Rahmah Fithriani, English Language Education, Universitas Islam Negeri Sumatera Utara

A professor of English language education at Universitas Islam Negeri Sumatera Utara, Indonesia. She holds a PhD degree in Language, Literacy, and Sociocultural Studies. Her current research interests include technology integration in second language (L2) teaching and learning, Critical discourse analysis on L2 documents, and language teacher professional development.

Rina Husnaini Febriyanti, English Language Education, Universitas Indraprasta PGRI Jakarta

A faculty member of the English Department of Universitas Indraprasta PGRI, Jakarta, Indonesia. She has been taking a Doctoral Degree in the Department of Applied Linguistics at Universitas Negeri Jakarta, Jakarta, Indonesia. Her research interests are in the areas of Academic Writing, CALL, English Language Teaching, and English Literature.

Amirul Mukminin, The Graduate School/Faculty of Education Universitas Jambi

A professor at the Graduate School, Universitas Jambi, Indonesia. He received his doctorate in Educational Leadership and Policy Studies from Florida State University. He is particularly interested in international education policy, educational policy, teacher policy reforms, standardized exam policy reforms, English/Indonesian language policy reforms, and bilingual/multilingual education policy.

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