Education 3-13

International Journal of Primary, Elementary and Early Years Education

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rett20

The emergence of moral, sociocultural and

political geographies experienced by an EFL pre-
service teacher during international teaching
practicum in an Indonesian primary school

Urip Sulistiyo, Kaspul Anwar, Syofranita Astini, M. Faruq Ubaidillah, Heri

Mudra & Panut Setiono

To cite this article: Urip Sulistiyo, Kaspul Anwar, Syofranita Astini, M. Faruq Ubaidillah, Heri
Mudra & Panut Setiono (2022): The emergence of moral, sociocultural and political geographies
experienced by an EFL pre-service teacher during international teaching practicum in an
Indonesian primary school, Education 3-13, DOI: 10.1080/03004279.2022.2042828

To link to this article: https://doi.org/10.1080/03004279.2022.2042828

Published online: 02 Mar 2022.

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EDUCATION 3-13
https://doi.org/10.1080/03004279.2022.2042828

The emergence of moral, sociocultural and political geographies

experienced by an EFL pre-service teacher during international
teaching practicum in an Indonesian primary school
Urip Sulistiyo a, Kaspul Anwar b,c
, Syofranita Astinid, M. Faruq Ubaidillah e
,
Heri Mudra f and Panut Setiono g

a
Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia; bDepartment of English Education,
Faculty of Tarbiyah, Institut Agama Islam Muhammad Azim, Jambi, Indonesia; cFaculty of Sultan Hassanal Bolkiah
Institute of Education, Universiti Brunei Darussalam, Gadong, Brunei; dLanguage Center and Training, Universitas
Jambi, Jambi, Indonesia; eCenter for Scientific Publication, Universitas Negeri Malang, Malang, Indonesia; fFaculty
of Teacher Training and Education, IAIN Kerinci, Jambi, Indonesia; gFaculty of Teacher Training and Education,
Universitas Bengkulu, Bengkulu, Indonesia

ABSTRACT ARTICLE HISTORY

Anchored by a close relationship between teachers’ emotional identity Received 7 October 2021
and teaching practice in the classroom, this paper reports on a Accepted 6 January 2022
qualitative case study of how an EFL pre-service teacher in an
KEYWORDS
international teaching exchange programme in an Indonesian primary Emotional geography;
school constructed his emotional identity during the teaching international exchange
practicum and how he coped with the challenges in the programme. programme; pre-service
The data were collected from the participant’s written diary and in- teacher; teaching practicum
depth interview. Then, the data were identified and organised into
several sub-themes. The themes were analysed using Hargreaves’
(2001a) emotional geography framework and labelled with three
categories: moral, sociocultural and political geographies. The findings
suggest positive and negative emotions enacted by the pre-service
teacher that showcase three out of the five categories of Hargreaves’
emotional geography during the practicum in the primary school
context. This study implies that teacher’s emotion can be used as a
catalyst to a sustainable and comfortable working environment in a
professional practice. This study also provides significant implications
for pre-service teachers in an international context of teaching
practicum situated within primary schooling sectors.

Introduction
For several decades, studies on emotions in teaching have been widely investigated. Exploring
emotions in terms of teaching is essential since emotions capture a crucial part of teachers’ identity
that determines their teaching practice in the classroom and their future career (Yuan and Lee 2016).
Teachers’ interpretation of various learning experiences, the growth of teacher knowledge, reflective
abilities and the process of understanding the teaching profession are influenced by emotions
(Meyer 2009; Yuan and Lee 2016). On the other hand, to improve teachers’ skills of teaching in
the classroom, they need to develop a creative energy and moral support and a close collaboration
and the latest knowledge dissemination to others (Hargreaves 2001a).
Teaching practicum, in particular, represents a unique opportunity for pre-service teachers to ‘try on’
some of the professional roles and explore what it means to be teachers in real practice (Meyer 2009).

CONTACT Urip Sulistiyo urip.sulistiyo@unja.ac.id

© 2022 ASPE
2 U. SULISTIYO ET AL.

From an emotional dimension point of view, teaching and emotion cannot be separated since teaching
is an emotional practice where teachers need to interact with the students, colleagues and sometimes
the students’ parents (Hargreaves 2001b; Klemola, Heikinaro-Johansson, and O’Sullivan 2013). Hence,
during teaching practicum, student teachers are likely to experience emotional ups and downs,
which affect their professional identity (Timoštšuk and Ugaste 2010). Such a condition is worth-inves-
tigating since ‘a focus on the emotional experiences of student teachers can enrich our understanding
of the complexities of teacher learning and the process of becoming teachers’ (Yuan and Lee 2016, 1).
Therefore, a good emotional bond is highly demanded since getting involved in communities means
dealing with the understanding and misunderstanding of the term, which sometimes leads to a
conflict or a harmony, called as emotional geography in teaching (Hargreaves 2001a; Liu 2016).
Recently, many trends have been enacted to enhance teachers’ emotional understanding during
teaching (Hargreaves 2001b; Klemola, Heikinaro-Johansson, and O’Sullivan 2013). One of the trends
is an international teaching practicum programme, which provides pre-service teachers the oppor-
tunity to teach at schools in ASEAN country members. In the international teaching practicum
context, pre-service teachers face challenges, i.e. different environments, situations, and stages of
places which also influence their emotions and feelings (Marvell and Simm 2018). This issue is inter-
esting to be explored since the pre-service teacher is going to experience more than just teaching
but also dealing with emotional geography because they interact with other pre-service teachers
from different countries. However, most of the related studies and efforts only focus on how pre-
service teachers enact their professional and personal development (Kabilan 2013) as well as colla-
borative practice (Parr, Faulkner, and Rowe 2017).
Drawing on a case study design, the current study examines how an EFL pre-service teacher
emotionally constructed his emotional identity during teaching practicum in an international teach-
ing practicum programme. Referring to Hargreaves’ emotional geography framework, two main
questions are addressed in this study:

(1) What are the EFL pre-service teacher’s emotional geographies experienced during teaching
practicum?
(2) How does the EFL pre-service teacher cope with these emotional challenges?

Literature review
International teaching practicum project
In order to improve the quality of education in Southeast Asia, SEAMEO or the Southeast Asian Min-
isters of Education Organisation established an international exchange project in 2014. This under-
taking is designed to enable candidate teachers to (1) advance the candidate teachers’ teaching skill
as well as their pedagogy, (2) practice their English skills, (3) acquire extensive local and global views,
and (4) frontage candidate teachers to the disparate pictures of teaching and learning. Some
countries in Southeast Asia, including Philippines, Lao PDR, Republic of the Union of Myanmar,
Socialist Republic of Vietnam, Indonesia, Thailand, Cambodia, Malaysia, Timor-Leste, Brunei Darussa-
lam and Singapore participate in this programme and provide a chance for candidate teachers from
higher educations in the SEAMEO member countries to explore their teaching experience (practi-
cum) at schools across countries within Southeast Asia (SEAMEO 2019). In addition, this exchange
programme was prepared for the 3rd and 4th year university students who major in Science,
English, Math, Economic Education, Physical Education, Pre-School, Social Science and Primary edu-
cation. Moreover, this programme requires the host universities to assign advisers to observe and
administer the pre-service teachers during the period of practicum as well as providing buddies
during the exchange period (SEA-Teacher 2018).
Furthermore, to the data obtained, there is only minor research investigating pre-service teacher
exchange programme in an international context and its contribution to teacher education.
 EDUCATION 3–13 3

However, some studies unveiled the fact that student teacher exchange programme positively con-
tributed to teacher education. For instance, Berg (2016) investigated the 354 students who partici-
pated in Erasmus Exchange from 11 diverse universities along 11 countries of Europe and found that
foreign students exchange programme provides an opportunity to accelerate the student teachers’
intercultural capability and self-esteem. Most importantly, this competence also empowers students
as the candidate teachers to gain better understanding, adapt to and work with culturally different
people. Additionally, this competence shapes the students’ path-breaking skills in new different cul-
tures, work experiences across cultures and communication and interaction with heterogeneous
people from various cultures.
Another study on eight student teachers at Tshwane University of Technology (TUT) in South
Africa who were selected in students exchange programme in the Netherlands reported that the
respondents delight in attending the variegated schools, are able to make friends, and could partici-
pate in social events. Most importantly, this study confirms that the students exchange programme
can improve classroom training and concede students an occasion to grasp and acquiesce to ped-
agogical strategies as in other countries (Mphahlele, Coetzer, and Coetzee 2017). This study also
suggested that collaboration and/or exchange with other institutions and universities are vitally
important.
Those studies indicated that students’ international exchange programmes positively contributed
to education, especially for teaching practise. On the other hand, the current study takes a different
approach from previous studies by examining the emotional geographies experience of a pre-
service teacher during International Teaching Practicum Programme. The aim of the current study
is to answer the scarcity of research on international students’ exchange programme and its contri-
bution to education.

Emotional geography of teaching

In two recent decades, studies about emotional geography have attained remarkable attention
within education discourses (Kabilan 2013; Liu 2016; Marvell and Simm 2018; Meyer 2009). Mean-
while, this study gives rise to a large and growing body of literature, both theory and practise. In
this section, the papers present a view to generating fresh lines of conceptual resources.
The terms of emotional geography of teaching were introduced by Hargreaves (2001a). Moreover,
Hargreaves described teaching and learning process as practices of emotion which can influence
teachers in practicing and expressing their feeling when teaching. ‘Teacher can enthuse or bore
them, be approachable to or stand-offish … … all teaching is therefore, inextricably emotional-
by design or default’ (Hargreaves 2001a, 1057). Furthermore, Hargreaves explained that the concep-
tual framework of emotional geographies allows us to recognise the supports and challenges to fun-
damental emotional ties and understanding of schooling and offers a system to understand the
meaning that emotional understanding is the basis of teaching and learning norms.
Additionally, sociocultural geographies, moral geographies, professional geographies, political
geographies and physical geographies are classified into emotional distance and closeness which
helps people create, configure and color the feelings they had among colleagues, students, teachers
and parents (Hargreaves 2000). In another study, Hargreaves (2001b) enhanced the form of
emotional distance and closeness into six forms, including personal geographies. Table 1 showcases
five forms of emotional geographies that will be a theoretical lens of the current study.
Regarding the emotional geographies of teaching, van Veen and Lasky (2005) stated that
emotion commits a lens investigating teacher identity and change. Moreover, they confirmed
that to understand the teaching and learning process more thoroughly, exploration of emotional
and cognitive aspects is needed. Additionally, the study emphasised that broader insight of tea-
chers’ experience, work, and educational change can be analysed by teachers’ emotions while
implementing reforms, and this can also inform such areas as change theory and professional
development.
4 U. SULISTIYO ET AL.

Table 1. Hargreaves’s Emotional Geographies of Teaching.

Emotional forms Definition
Sociocultural In which the issues of race, culture, gender and disability, including various ways of experiencing and
geographies showing emotion, can distance people from each other and lead them to be viewed as stereotypes
Moral geographies Where people seek mutual ends and feel senses of compliment together, or where they are defensive
about their intention and unconcerned or in disagreement about others’ objectives
Professional Where professional concepts and norms either separate professionals from their colleagues and
geographies customers or open them up to discuss professional problems together
Political geographies Where power and status differences can alter interpersonal communication, or where such disparities
can also be used not to protect people’s interests but also to motivate others and,
Physical geographies Time and space that can carry and hold people close to each other over long periods in order to
establish or restrict relationships to chains of episodic interactions.

In another study, Zembylas (2005) employed the longitudinal ethnographic case study to inves-
tigate emotions as discursive practices. In this study, emotion is viewed not to be private or universal
but appears in a social context. Zembylas mentioned that emotions in teaching illuminated how
emotions stood and were portrayed in an aspect of teachers’ pedagogies as well as teachers’ pro-
fessional and personal development. To sum up, Zembylas concluded that poststructuralist ideas
of emotion are used to analyse teachers’ emotions and claimed it as a starting point to know and
explore such emotions. Thus, the ideas are expected to enrich our insight into how the teachers’
emotions impact other pedagogical aspects such as curriculum and teaching practice.
Furthermore, Schmidt and Datnow (2005) examined teachers’ emotions and rationality. The study
involved several primary schools in California and Florida and was concerned about comprehensive
school reforms. The result revealed that sense-making of the reforms is admitted, mainly when it is
applied in classroom practice which influence how teachers experience the model of comprehensive
school reform. This study consolidates various concepts from education and sociological theory. This
research emphasised how teachers make sense of various types of reforms and the emotions that
appear in the process of the reform. This paper defined emotions as social-based and influenced
by how well teachers understand the reforms and their nature, especially as they put them into class-
room practice.
Eearlier ago, Becker et al. (2014) conducted research to explore the relationship between teachers’
emotions, instructional behaviour and students’ emotions. It involved 143 students from eight
different schools. This study drew students’ perspectives and emphasised on how teachers’
emotions and instructional behaviour affect the students’ emotions. The study found that teachers’
and students’ emotions in class are closely related and showed that teachers’ emotions brought to
the classroom play an important role in making students’ emotions. In addition, the finding revealed
that the teachers’ emotion plays a major role and can influence students’ emotion at the lesson-to-
lesson level.
Furthermore, Evans (2011) investigated emotional geography and its implications for family
engagement and education policy in the USA. It revealed that the emotional geographies offer tea-
chers to better understand the conditions that form teacher practice and the impact policy have on
the relationship to encourage students’ learning. Additionally, in this study, Evan recommended four
points intended to reframe the policy of family engagement and to build significant and sustainable
partnership chances, including (1) all relevant stakeholders have to work and meet together to con-
struct purposes for families, teachers and the community; (2) the relevant stakeholders should serve
community resources that is mostly needed; (3) the relevant stakeholders focus on encouraging sus-
tainable attempts and concernless on scale ability to enhance confidence and morale exchange of
teachers’ emotional geographies; and (4) the relevant stakeholders prepare teachers to have
effective communication with different family backgrounds and communities, to honor and
respect each family, and to collaborate for the success of the students.
In a different study, Cil and Dotger (2017) studied pre-service teachers during a clinical simulation
between parents and teachers using Hargreaves’s emotional geographies of the teaching
 EDUCATION 3–13 5

framework. This study showed that pre-service teachers struggled to understand and to involve
themselves with students and the standardised life of students’ parents. Moreover, pre-service tea-
chers asked questions about what degree and in what way to engage in that situation. However, this
study stressed that simulation does not substitute daily practice in contextual classrooms. To over-
come these emerging issues, this study suggested pre-service teachers share analysis of practice and
change over pre-service learning to individual classroom novice teaching.

Teaching practicum in English as a foreign language (EFL) context

The term practicum or practical teaching (Bailey 2006) is designed as an academic programme that
enables student teachers to experience real comprehensive teaching and learning processes (Brown
and Ruiz 2017). In the EFL context, teaching practicum includes pre-service EFL teachers, practicum
supervisors, mentor teachers and EFL learners (Tomaš, Farrelly, and Haslam 2008). EFL teaching prac-
ticum is a real teaching practice by EFL learners supervised by EFL university teachers. It is clearly
different from micro-teaching practice through which the learners undertake simulation tasks
(Brown and Ruiz 2017).
Ideally, teaching a practicum programme in an EFL context consists of three phases: pre-teaching
practicum, whilst-teaching practicum, and post-teaching practicum (Brown and Ruiz 2017). As for
the beginning, pre-service EFL teachers, in pre-teaching practicum phase, are expected to describe
the background of their language use, self-evaluation toward abilities in using language and under-
standing metacognitive use of the language, teaching skills and expectation in teaching. Such multi-
competence in teaching practice is contributed by cross-cultural use of linguistics and its teaching
practice (Cook and Wei 2016) and the ability to capture interlanguage meanings of pedagogical
language use (Garcia, Johnson, and Seltzer 2017). During whilst-teaching practicum, teaching super-
visors undertake an observation toward the class in which the pre-service EFL teachers practice their
English teaching. As a final step, post-teaching practicum enables the teaching supervisors to evalu-
ate teaching experiences and all related participants, including pre-service EFL teachers as trainee
teachers, mentor teachers in the school and peers in teaching practicum (Brown and Ruiz 2017).
In addition, although interaction and coordination between teaching supervisor and mentor tea-
chers seem to be disregarded, such an interaction has some potentials for pre-service EFL teachers
(Tomaš, Farrelly, and Haslam 2008).
On the other side, as a positive impact of globalisation of education over countries, there have
been many international teaching practicum programmes for non-native teachers of English
(Llurda 2005). Teaching practicum is beneficial for EFL learners since it allows them to evolve their
English abilities in terms of declarative content understanding and procedural content understand-
ing (Pasternak and Bailey 2004). Furthermore, Brown and Ruiz (2017) claim that international EFL
teaching practicum is advantageous that the pre-service EFL teachers whose cultures and languages
are different from the learners and teachers in the host school gain cross-cultural knowledge. Inter-
national EFL teaching practicum influences a new framework of teaching practicum through which
both pedagogical knowledge and cultural understanding are gained by pre-service EFL teachers
during the practicum.
A number of studies have been emphasised on teaching practicum programme in the EFL
context. Brady and Gulikers (2004), for example, focused on investigating teaching supervisors’
problem in determining the school of the host house country that is not pertinent for trainee EFL
teachers’ opposite cultures. To cope with this, the study ended up with a constructive recommen-
dation suggesting that trainee EFL teachers have to be indulged in the host cultures and habits
of a country and this leads them to live in specific cultures of education which finally comes up
with a cross-cultural understanding.
A study by Yuan and Lee (2014) investigated process changes in cognitive beliefs among pre-
service EFL teachers during teaching practicum in China. Such a focus is considered an important
issue in teaching practicum since there has been some previous discussion on cognitive changes
6 U. SULISTIYO ET AL.

of contents. The study found that EFL teaching practicum developed pre-service EFL teachers’ beliefs
through comparative teaching experiences. The beliefs include corroboration, awareness, dissent,
exploration, consolidation and alteration. To support changes in cognitive beliefs among the
trainee EFL teachers, it is noted that encouraging environments such as sociocultural interaction
is highly needed to develop the pre-service teachers’ abilities and competence during their teaching
practise.
Merç (2015) explored pre-service EFL teachers’ satisfaction in terms of evaluation of teaching
practicum programme by teaching supervisors from university and mentor teachers from the host
school. The research revealed that most trainee EFL teachers do not have any complaints about
their grades in the practicum programme. This is influenced by proper assessment system adminis-
tered, including planning-provision, extensive coordination, evaluation by supervisors and mentor
teachers, teaching reflection, written feedback and peer evaluation. He suggested that every teach-
ing practicum in the EFL context needs to be assessed with systematic procedures which can deter-
mine comprehensive evaluation for the trainee EFL teachers. Therefore, teaching supervisors’ task is
to control and to administer regular evaluations toward pre-service EFL teachers’ academic situation
in the practicum school (Tomaš, Farrelly, and Haslam 2008).
In terms of psychological factors of teaching practise, Yilmaz (2018) studied pre-service EFL tea-
chers’ self-construction based on a model of EFL teaching practicum in Turkish classrooms. He found
that beliefs toward self-abilities encourage the development of self-conception toward teaching
during the practicum. Such concepts include encouragement for using English, the use of code
switching and code mixing between L1 and L2, and comprehensive practices experienced by the
pre-service EFL teachers during their teaching practicum programme. The study also found that
self-beliefs among the trainee EFL teachers are changing over time, relying on different kinds of
beliefs explored. Practical concept among the pre-service teachers needs to be re-energised
during teaching practicum.

Research methodology
Context and participants
At the outset, the current study presented a dynamic interaction between international EFL pre-
service teacher and primary school principal, teachers, pupils and teaching supervisor regarding
primary education context and its influence on the emergence of both positive and negative
emotional geographies. This study was undertaken in an Indonesian primary school with its own
culture, environment, habit, development and interest. The term ‘primary school’ is considered as
an important factor in implementing the steps of this study due to its position as basic education
for pupils in learning English as a foreign language. Moreover, the combination of two cultures in
terms of academic life has led to a new context for the primary school environment.
This single case study involved an EFL pre-service teacher, Dhan (pseudonym), who is originally
from Thailand and came to Indonesia to have an exchange project for his bachelor’s degree require-
ment in English Teaching. The acquired language by him is Thai; however, in teaching English to young
learners, he combined both Thai and English. He wrote his stories in a diary during having an inter-
national teaching practicum in a primary school in Indonesia where English is a foreign language.
Hence, teaching in Indonesia was challenging for him. In this programme, Dhan was the only Thai
who frequently struggled to mingle with his friends, who mostly came from the Philippines.
As the only participant of the study, it is noted that Dhan has been learning English for three years
in a university in Thailand. Dhan’s pedagogical interest includes teaching English to young learners
(e.g. primary school pupils) across countries with different languages and cultures. As a young pre-
service EFL teacher, he has been indulged in several self-development initiatives such as attending
teaching practices, workshops and research seminars. Cross-cultural understanding is another goal
of the participant’s teaching practicum in an international context. In relation to the research ethics,
 EDUCATION 3–13 7

the participant was asked to read, complete, and sign a consent form indicating that his participation
in this study was voluntary. He, therefore, had the right to withdraw his participation in any phases of
this study.

Data sources and analysis

This study employed diaries and semi-structured interviews in collecting qualitative data. Diaries are
believed to be of paramount importance in keeping information over time. In this language teaching
practicum, the use of diaries began from the EFL trainee teacher’s initiatives to share information and
unstated findings during daily practicum activities. Dhan also shared his emotion, including joy, exci-
tement and anxiety in a diary. The diaries were created for three purposes, namely pedagogical
purpose, research tool and cross-cultural notes. As for pedagogical purposes, the diaries contain
teaching and learning experiences, including planning for teaching, classroom interaction and
dynamics, teaching evaluation and the like. Besides, Dhan also wrote the diaries as a research tool
to explore his teaching development and determine comparisons of teaching experiences. In
addition, he encountered many unstated findings, such as cross-cultural elements both inside and
outside the EFL classrooms.
In relation to the diary-keeping, we collected all information stated in the diaries to scrutinise
Dhan’s experiences during his international teaching practicum in the primary school. The diaries’
written information, including pedagogical experiences, research trigger and cross-cultural
elements, is used as the main sources of data collection. Prior to data analysis, the diaries’ infor-
mation was evaluated through a semi-structured interview by inquiring the participant’s experiences
and perceptions based on his diaries. The interview was administered in order to triangulate the data
toward the written information in the diaries. Data triangulation is a principal method for determin-
ing the corroboration of data (Creswell 2014).
The trustworthiness of the data was enhanced through member checking. This technique was
employed to approve, evaluate and demonstrate the reliability of qualitative findings (Birt et al.
2016). We employed member checking by asking Dhan to describe his experiences during the inter-
national teaching practicum in the primary school started. He was then asked to confirm the auth-
enticity of the qualitative data by providing a check mark in every source information list. The data
were organised and divided into thematic categories, allowing the trainee EFL teacher to better
understand the data structure and lead to comprehensive accuracy checking toward the experi-
ences. In short, the goals of such checking are to determine whether the research question has
been accumulated within data coding and to ensure each theme is represented in the collected
data (Clarke and Braun 2014).
As the second set of data, an interview has been undertaken to seek Dhan’s experiences during
his international teaching practicum related to emotional geography. The interview consisted of
three sessions depending on the sub-topics of the categorised data. The overall interview sessions
took around 60 min in English. In order to assemble clearer results of transcription through repeated
rewinds, the interviews were audio-recorded with a high-quality voice recorder.
The data were analysed through thematic content analysis (TCA). TCA focuses on determining
repetition of data signification which brings about a critical explanation of research findings
(Braun and Clarke 2006). This type of analysis concerns research focus based on stated themes
that exclude mere conclusions of the findings (Holloway and Todres 2003). To analyse the data,
Braun and Clarke (2006) mention several procedures of TCA. The first step of the data analysis
was analysing Dhan’s diary. Next, the information and stories expressed in the diary were identified
and were organised into sub-themes. Then, the themes were coded with Hargreaves’ emotional
geography framework and were labelled under the categories: moral, sociocultural and political geo-
graphies. As a follow-up for the diary, a semi-structured interview was conducted. The interview was
started by asking general questions dealing with his experiences participating in an international
teaching practicum programme. The specific questions to elaborate the story in his diary were
8 U. SULISTIYO ET AL.

submitted afterward. Moreover, the interview was also transcribed and organised similarly to the
analysis of the diary. They were also coded with Hargreaves’ emotional geography framework and
were paired up with the diary. For instance, Dhan wrote his experience that he felt isolated since
he is the only Thai among his Filipino friends where they tend to talk only to other Filipinos. This
expression was coded under the category of moral geography. In the follow-up interview, he
retold the story in detail. It was coded in the same category of emotional geography and hence pro-
vided further information for the triangulation of evidence.

Findings and discussion

Drawing on diary and interview data, the term of negative emotional geography is employed in this
study as the physical gap created between Dhan, his colleagues, supervisor and the school principal.
Meanwhile, the term of positive emotional geography is used to indicate a close relationship
between the participant and his students, which showed a positive discourse. Regarding the
context of this study, the primary school environment is determined to be comprehensively
indulged in term of the finding and discussion subparts. Both positive and negative emotional
geography such as moral, social and culture, and politics are managed to have resulted in either
interaction or participation of the EFL pre-service teacher, school principal, teachers, pupils, and
teaching supervisor in the primary school context. Therefore, the result of this current study is
unique as it focused on a primary school context as the target location, which enabled each partici-
pant with different cultural habits to interact and contribute to the emergence of both positive and
negative emotional geographies. In addition, the finding and discussion subparts also rely on the
academic stories concerning the influence of primary education context on the emergence of the
emotional geographies in terms of two different cultural habits in teaching and learning English.

Moral geographies
Dhan was excited about his new workplace. It is his first experience teaching English to foreigners.
He prepared well for teaching materials and tried to share them with his colleagues. He elaborated
on the students’ profiles and the situation in the class he taught. He attempted hard to receive sug-
gestions from other colleagues about the strategy on how to get the students’ attention during the
learning process. However, he became frustrated when some of his colleagues did not consider his
purposes. He shared that:
I have to talk to my colleagues about teaching approaches that are appropriate to my students’ characteristics,
but some of them did not consider it.

We need to discuss some topics related to the exchange programme and I think it is important for me to know.
Moreover, I want to listen to their opinion relating to teaching process.

I really wanted to know their opinion. But it seems to me they like talking to their Philippine friends better than
talking to me.

Dhan tends to be alone because he often leaves the conversation. It can be seen from the state-
ment of ‘ … I tend to leave the conversation and always put my earphone and watch Youtube’.
Such feelings resulted in the moral distance between him and other international students. Zem-
bylas (2005) acknowledged some emotions in such a condition that might appear, such as guilt,
shame and self-doubt. Due to limited communication between Dhan and other international stu-
dents, it may result in self-doubt. He may also feel doubt when he needs to decide related to the
exchange programme and teaching process.
This case resonates what Hargreaves (2001a) mentioned in his paper about the conflicting
purpose between teachers and students’ parents regarding current teaching practices. They do
not share the same goals, which results in moral distance. This is the same as the current case in
 EDUCATION 3–13 9

which Dhan did not share similar purposes with other international students. Moral geography
emerges when teachers have the same objectives with others during their collaboration, or teachers
may keep their own objectives and disobey or disagree about the objectives of others in accomplish-
ing their professional job (Hargreaves 2001a).
Dhan may have different moral standards where he needs to create a similar perception among
other international students related to the exchange programme and teaching process. A new
teacher with different social and cultural backgrounds needs to build and adjust their existing
beliefs with the new workplace (Liu 2016). But he found that the disagreement on a certain view,
interests or purposes may result in conflicts among them. He did not feel being appreciated,
praised, and encouraged for the purpose that led him to acquire moral closeness. This study sup-
ports previous research regarding emotional reactions experienced by international students in
their new environment when they had to study abroad (Gebhard 2012).

Sociocultural geographies
Sociocultural geography is described as the closeness and/or distance created by the differences of
gender, race, ethnicity, language and culture (Liu 2016). Immigrant background teachers have very
distinct characteristics from the majority of their counterparts in the community. Each educational
system owns its particular style, including in both Thailand and Indonesia. Dhan found that teaching
in Thailand is not as hard as teaching in Indonesia. Mixing the language of Thai and English is an
unavoidable fact of teaching and learning in his country. The use of mixed languages of L2 and
L1 is of paramount importance that it enhances learners’ understanding through simple clarification,
a reiteration of meanings, proper conclusion, and communicative interaction (Adriosh and Razı 2019;
Ma 2019). Meanwhile, it would not work at all to be applied in Indonesia since Thai is not their
language. Hence, teaching in his country is easier:
Teaching students in Thailand is easier because the teacher can mix Thai and English language for teaching.

Interestingly, once Dhan introduced himself to the students, they enthusiastically greeted him with
Thai style since they loved watching Thai actors’ movies. The students kept talking English but with
broken English, which turned out to the confusion for him.
I think close but still have a gap. Because of my students like Thai actor. The first time when I introduce myself
and the flag ceremony. After that, they always try to greeting me in Thai word.

In addition to the different languages and greetings, Dhan asserted another challenge in terms of
belief. Most Thai are Buddhist, while Indonesians are mostly Moslems. Moreover, Dhan was confused
about physical contact issues such as shaking hands with women Moslems. At the beginning of his
interaction, he had no idea of the extent to which he could interact with women physically; whether
it is okay to shake their hands to greet each other, and what kind of women he may or may not have
handshaking with. However, he finally realised and pointed out not to have handshaking with
women wearing a long hijab and skirt although it was intended to only greet them.
Most of Indonesians are Muslims, but people in Thailand, they are mostly Buddhist. And I got confused who
should I touch when greeting, and who should not. Then I identified that a woman who is wearing long
hijab and long shirt, should not be touched by man (different gender) when we greet them.

An ashamed situation was experienced by Dhan as well when he tried to grab a woman’s hand to
shake as a greeting but she ignored him. Moreover, as his appearance looks Indonesian, he was often
invited to talk in Indonesian. No matter how many times he told them that he did not know the Indo-
nesian language, they just smiled and kept talking in Indonesian.
It’s really different from my culture. I had no idea which woman can touch the man and which woman cannot for
greeting purposes. I just try to shake her hand. Sometimes it is embarrassing that I try to grab her hand but she
ignored it. One more thing that I found is about the language. my appearance is like an Indonesian man, so most
10 U. SULISTIYO ET AL.

of them think I can understand their language. It is really hard for me to communicate with. After I told them I
cannot speak Indonesia, they just smile and keep talking in Indonesian.

English teaching and learning preparation in an international context should be equitable with a
clear understanding of host cultures with which pre-service EFL teachers adjust (Kim 2020). More-
over, teaching English across country borders is challenging for international pre-service EFL tea-
chers since social, cultural and contextual differences in the host country school are unavoidable
facts that need to be considered (Jin, Foley, and Cooley 2020). For example, the peculiar and unfa-
miliar greeting was experienced as well by the trainee EFL teacher. Shaking hands and placing them
onto the forehead is common in Indonesia. In contrast, Sawaddee (Hello in English) was used to greet
people in Dhan’s culture. Meanwhile, the Thai often considered how long and how well they knew
the interlocutors and the age gap to show their respect.
The touching habit when greeting, shake your hand and then put it in your forehead, it is weird for me. In Thai-
land, the way we respect people is different. When greeting with those who we know for long time, and those
who we know for a moment is different. We show our greatest respect to one who is older than us but I cannot
find it in Indonesia. We talk in different manners. Moreover, to greet other persons, in Thailand, we use Sawad-
dee, while here we use shaking hand or sometime put other’s hand on our forehead.

In terms of food, Dhan was offered some new and unfamiliar foods with different tastes. Unexpected
way of eating was also identified as unique for Dhan as Indonesians like eating by using bare hands.
Some cultures are similar and some are not such as food, taste and other things, some of them are the same, and
some of them are not the same with Thai’s ways of life.

The new experience that I expected to gain from this programme is the different culture that is far from Thai-
land’s culture. For example, it is really simple for using your hand eating in Indonesia but it is really weird for Thai
culture.

Out of all those disparate concerns, Dhan realised that cultures are unique in their own aspects and
elements in which they shall be understood and adjusted rather than be complained. He tried to
appreciate the differences and accepted the dissimilar cultures during the programme in Indonesia.
The first thing that I should do is try to understand Indonesian culture that it is not the same with mine. The thing
that I must not do is try to avoid to join any culture and don’t underrate to other cultures because we are not the
same and the purpose of this programme is to respect other cultures.

He had tried his best to believe that accepting different cultures is much more beneficial than ignor-
ing it. Understanding another culture did not mean a bad thing since he intended to come here to
learn the educational system as well as the entire things attached to this country.
Socio and cultural aspects would affect how teachers’ emotion is expressed. Once attending a
new country, ones should be ready to get confused about several peculiar matters, including in
the educational system. It happened to Dhan in teaching Indonesian students. He discovered that
teaching in Indonesia was not as easy as teaching in Thailand since he could combine English
and Thai for teaching in his country which could help him bound closely to his students. Meanwhile,
in Indonesia, he only gets close to some students only since other students cannot use English well.
Another challenge regarding socio and cultural aspects appeared when creating good communi-
cation with Indonesian women seemed hard to deal with their beliefs. Here, not all women could
have handshaking with the opposite sex as a greeting. A woman who wore a veil and a long skirt
was forbidden to have physical contact with the opposite sex. Although he often witnesses how
Thai shows respect to their interlocutors when greetings while considering their relationship and
age gap, he did not find it in Indonesia. Yet, he identified that Indonesians shook hands and
placed them onto their forehead to show respect to the interlocutors. One more peculiar thing
was Indonesian eating habits which simply uses bare hands. Apart from all those unfamiliar
issues, Dhan did realise that the differences did not mean a mistake, but it is a value which is
needed to be appreciated and respected.
 EDUCATION 3–13 11

Political geographies
Principally, different positions and power contribute to influencing interpersonal communication.
Such differences shall not only regard the existence of the others but also the authority and
freedom of interests belonging to each other. Additionally, political geographies occur ‘where differ-
ences of power and status can distort interpersonal communication, or where such differences can
be used not to protect people’s own interests but to empower others’ (Hargreaves 2001b, 509). The
current study revealed that Dhan faced a number of obstacles in communicating with his teacher
supervisor due to power and status. Firstly, he could not contact her through WhatsApp, as the
main and easiest tool to communicate online since he did not have her contact number. Secondly,
Dhan did not know his teacher supervisor’s room. Hence, once Dhan met her, a lot of questions were
asked by him. He felt reluctant about the situation.
… Moreover, I got her phone number but she doesn’t use WhatsApp and I don’t know her room haha (laugh). It
is really hard to communicate with her but when I saw her I ask the question as much as I can. For the principle,
personally I am not close with him. I only met him once when orientation. After that, I don’t meet him till the end
of the programme.

In another interview, he also conveyed that he only made the interaction for the urgent and impor-
tant thing, whether with his colleagues or his teacher supervisor.
Not only with my colleagues, I talk to my supervisor teacher just for important thing. If not, they just talk in
Bahasa. But actually, I want to involve more, like discussing some important thing, like jokes, and something
like that (laugh).

Awkward interactions did exist between the teacher supervisor and Dhan. His consideration was the
age issue and the level of position leading to the fear of creating a mistake.
I am not close with her because I think she is older than me. So, I am afraid if I make mistake to her. She is the
person who has high position than me. I mean, she is my supervisor teacher in the school. So, I think it is better
not to close with her. I mean in professional way. She is kind actually.

In terms of political geographies, Dhan decided to keep his distance and not interact intensively
because he thinks there are different power and status between him and his colleagues. It also
happens between him and his teacher supervisor since the teacher had a higher authority in that
school. He thought, most probably, cracking the distance results in unfair evaluation, whether
caused by mistakes he made or the subjective way of observing him as the student teacher.
With regard to the political geography aspect, Dhan gets used to respecting older people more by
lowering his voice when talking and acting. It made him reluctant to communicate with his super-
visor at school. This condition happens because of the different status between Dhan and his super-
visor. Thus, he decided not to make a good interaction with the teacher supervisor by thinking that
she was more powerful than him. Hargreaves (2002) claimed that when people are working together,
they try to avoid disagreement and conflict, whether they are close friends or distant colleagues. In
this case, Dhan decided not to be close to his supervisor to make a fair evaluation because he thinks
the less interaction they have, the fewer mistakes that he might make.
Meanwhile, the nature of culture and habits in the primary school context has impacted the emer-
gence of emotional geographies of the EFL pre-service teacher. First, lack of cooperation has become
a factor influencing the emergence of negative emotion in term of moral geographies. This negative
emotion is caused by an initiative of Dhan’s colleagues toward self-working habits which allow them
not to pay much attention to and appreciate others’ works. Moreover, such a negative habit also
results in negative sociocultural geographies as the habit does not balance the existence of age, pos-
ition and gender differences. In general, positive cooperation should be enhanced due to appreci-
ation to a person’s different age (e.g. respect to elder or younger person), his position in a
community (e.g. leader, worker, friend, or guest), and difference in gender (i.e. male or female col-
league and partner). To deal with this, every person in a primary school, including headmaster,
12 U. SULISTIYO ET AL.

teachers, and pupils need to be aware of the importance of cooperative school life. In this case, a
newcomer with a new cooperative cultural habit can be a model for increasing cooperation. Learn-
ing group is paramount in enhancing the quality of cooperation between persons with different
characteristics in primary school (Luyten and Bazo 2019). It can also reduce negative emotions of
both moral and sociocultural geographies of the international EFL pre-service teacher in the
primary school.
Another cultural habit of the primary school context concerns with lack of respect toward
achievement. Achievement in primary school is paramount in that it increases academic quality
(Das and Biswas 2021). This cultural habit leads to a negative view from Dhan as he proposed a
new culture in teaching English in a primary school in Indonesia. However, since achievement is con-
sidered as a responsibility of a particular position holder such as stakeholder or headmaster, teachers
or pupils do not have any task to be responsible for such an achievement. Consequently, negative
emotion regarding moral and sociocultural geographies emerges along with the existence of such
cultural habits. This phenomenon influences the development of EFL teaching and learning in a
primary school as a basic point of departure toward further quality. To solve, learning from others
with new cultural habit toward high respect toward achievement needs to be done. Award for
every achiever needs to be given together with quality development in a primary school. Therefore,
it can be a strategy to reduce negative emotions of moral and sociocultural geographies in the future
international teaching practicum in a primary school in the Indonesian context.

Conclusion and implications

Due to the qualitative nature of the study, limitations in terms of transferability or generalisability do
exist. The present study recruited one pre-service teacher doing teaching practicum in an exchange
programme. It is impossible to generalise the results of the study. Further studies with a larger
number of participants may produce different results. However, the results of the study bear signifi-
cant implications for international students in the international context of teaching practicum. First,
being new, foreign, and the only Thai student at a young age for SEA-Teacher Project creates various
challenges for Dhan from different backgrounds. The native language barrier is one of the challenges
international trainee EFL teachers face. Effective communication with host learners and teachers
needs to be accomplished by promoting code-switching and code-mixing techniques. Wach and
Monroy (2019) emphasise that raising beliefs in using L1 and L2 in teaching English across intercul-
tural communication in the classroom is appropriate for EFL learners and trainee teachers’ accepta-
ble understanding of language.
Second, there is a critical need to realise the importance of teachers’ emotions (Hargreaves 2001b;
Liu 2016; Zembylas 2005), especially for those who come from different backgrounds. In order to
maximally get the benefits of teaching practicum, one must be able to blend with the school
environment. Additionally, there shall be a reciprocal scheme where teachers need to adapt to
the school community while the school community needs to understand and accommodate them
as well in order to create a good professional atmosphere in which they can support and praise
each other (Hargreaves 2001b).
Third, enhancing team teaching and teamwork is crucial to provide a proper working condition
that enables them to make a positive emotional connection with other members, which may affect
the positive energy in that environment (Liu 2016). More practice in emotion-understanding of our-
selves and others will shape and reshape ones’ emotions. As a teacher, creating positive emotions
like love, trust, affection and joy will greatly impact the students’ emotions (Becker et al. 2014).
Fourth, teaching English not only focuses on the language itself but also other supporting factors
such as cultures, habits and beliefs of the host teachers and learners (Ho 2009; Hepple et al. 2017; Kim
2020). More importantly, pre-service EFL teachers whose task is teaching English in an international
context should be much aware of both culture and language used in the host country. It is because
problems in the understanding host language and cultural adaptation dominate pre-service
 EDUCATION 3–13 13

teachers’ barriers in international teaching practicum (Ospina and Medina 2020). To cope with this,
future international pre-service EFL teachers need to be acknowledgeable with cross-cultural under-
standings of the host country prior to teaching practicum programme. This includes trainee teachers’
cultural recognition, considerable respect and acceptance toward host cultures, enactment of cul-
tural experiences, and competencies across intercultural communication (Byram & Feng, 2004; Gudy-
kunst 2005). Such cross-cultural enactment leads international pre-service EFL teachers to effective,
but positive communication and interaction with native learners or teachers with different cultural
experiences from the host school.
Lastly, the implication leads to challenges experienced by the EFL pre-service teacher during the
international teaching practicum in a primary school. One of the challenges is that primary school life
consists of different cultures and habits in teaching and learning (Zhu, Devos, and Tondeur 2014). In
this case, every teacher has his/her own views of teaching English to primary school pupils. However,
the monotonous development of teaching strategies needs to be a concern for both principal and
the teacher since each pupil has different ability to use English in a basic education context. Another
challenge is that English is still considered an additional course for many pupils that do not directly
support their lives. This problem impacts their negative attitude toward English as a key to reaching
higher development both in academic and daily life. Environment influences the way the pupils
behave toward English in the primary school setting. English is believed to be a mere course that
begins earlier within the basic education curriculum, and it does not help them increase their life
quality. Moreover, such challenges affect the emergence of emotional geographies as geared by atti-
tudes and views toward English in the primary school context.

Acknowledgment
The authors would like to acknowledge the constructive feedback from the anonymous reviewers in this journal.

Disclosure statement
No potential conflict of interest was reported by the author(s).

Funding
This study did not receive any funding.

ORCID
Urip Sulistiyo http://orcid.org/0000-0002-3270-1261
Kaspul Anwar http://orcid.org/0000-0002-5870-4647
M. Faruq Ubaidillah http://orcid.org/0000-0002-0275-8283
Heri Mudra http://orcid.org/0000-0002-3712-2701
Panut Setiono http://orcid.org/0000-0001-6250-2979

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