Instagram to the Classroom: A Narrative Inquiry of a Lecturer-Practitioner Collaboration
DOI:
https://doi.org/10.30762/ireell.v4i2.9596Keywords:
lecturer-practitioner collaboration, narrative inquiry, public speaking, teacher identity, translanguagingAbstract
The MBKM initiative has increased practitioners' involvement in Indonesian higher education, yet little is known about how lecturers experience and make meaning of such collaborations. This narrative inquiry addresses that gap by recounting one lecturer's personal experience of co-teaching a Public Speaking course with a professional Public Speaking practitioner at a state polytechnic in East Java, Indonesia. Data were generated through reflective journals, field notes, artifacts, and narrative conversations, and were analyzed through restorying within the three-dimensional space of temporality, sociality, and place, following Clandinin and Connelly (2000). The findings are presented as nine narrative vignettes and discussed through six themes: informal and digital space as a site of professional formation; authority negotiation in a shared instructional space; translanguaging as an inclusive Public Speaking pedagogy; practitioner embodied knowledge and student engagement; institutional structure as a source of collaborative friction; and collaborative teaching as a form of professional identity work. The study suggests that professional identity development depends on relational authenticity and honest negotiation as much as on formal institutional design, and that both shape the effectiveness of lecturer-practitioner collaboration. The findings offer practical recommendations for ESP lecturers, program coordinators, and policymakers who plan to bring practitioners into vocational higher education in Indonesia.
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