English Novice Teachers’ Beliefs on Teaching in Inclusive Classroom

Neni Nurkhamidah; Rizka Patrika Rizal; Sri Marleni

doi:10.36663/tatefl.v5i1.713

Authors

Neni Nurkhamidah
neni.nurkhamidah@mncu.ac.id
Universitas Media Nusantara Citra
Rizka Patrika Rizal Universitas Media Nusantara Citra
Sri Marleni Universitas Pertiwi

Keywords:

English Novice Teachers, Inclusive Classroom, Merdeka Curriculum, Teachers’ Beliefs

Abstract

To achieve educational objectives on inclusive class in Merdeka Curriculum setting, teachers should possess awareness of their personal beliefs. As the ones who play important roles in the classrooms, teachers have to decide what will be needed or what will work best for their students, including in the inclusive classes. Therefore, this qualitative study aims to find out English pre-service teachers' beliefs toward the implementation of inclusive class on Merdeka Curriculum. The data were collected by interviewing five English pre-service teachers who have conducted the inclusive class in their internship program. The results of this study indicated that the novice teachers have various beliefs; 1) concerning on the teachers’ important roles in the inclusive classes that they have to work harder than in general classes; 2) regarding the teachers’ skills to be possessed, they are planning and class management skills; 3) respecting the factors that lead them to be successful in the inclusive classes; and 4) relating to the training that might help them in conducting the inclusive classes.

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