The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.
Indonesian Student Teachers, English Academic Writing Socialization
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Recommended APA Citation
Mukminin, A., Ali, R. M., & Ashari, M. J. (2015). Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program. The Qualitative Report, 20(9), 1394-1407. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss9/2