Pre-Service Teachers' Professional Identity: A Case Study of Sociocultural Perspective in Indonesian EFL Context
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| Title: | Pre-Service Teachers' Professional Identity: A Case Study of Sociocultural Perspective in Indonesian EFL Context |
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| Language: | English |
| Authors: | Nandang Kurniadi (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Foreign Countries, Preservice Teacher Education, Preservice Teachers, Professional Identity, English (Second Language), Junior High Schools, High Schools, Teacher Competencies, Practicums, Student Attitudes, Self Concept, Knowledge Level, Teacher Role, Expertise |
| Geographic Terms: | Indonesia |
| Abstract: | Teaching practicum is an important phase for pre-service teachers to create a chance for them to begin solid teacher's identity that would help in the future profession. Then, this study aims to investigate the professional identity of pre-service teachers during their teaching practice in the context of EFL in Indonesia. This study involved two pre-service teacher who taught at one of the junior high schools (SMP) and vocational high schools (SMK) in Indonesia. The data collection method used was the semi-structured interviews, and then the data were analyzed using critical discourse analysis (CDA) with Milles and Huberman's framework analysis. The results of the study were divided into three aspects, namely pre-service teachers as pedagogical experts, subject matter experts and pedagogical content experts. These findings discussed the professional identity of pre-service teachers during teaching practicum included their beliefs, philosophies, self-imaging, role and agency through sociocultural perspective. Therefore, the results of this study provide empirical insights for other pre-service teachers regarding the formation of pre-service teachers' professional identities during teaching practicum that will help them in shaping their teacher professionalism in the future. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678983 |
| Database: | ERIC |
| Abstract: | Teaching practicum is an important phase for pre-service teachers to create a chance for them to begin solid teacher's identity that would help in the future profession. Then, this study aims to investigate the professional identity of pre-service teachers during their teaching practice in the context of EFL in Indonesia. This study involved two pre-service teacher who taught at one of the junior high schools (SMP) and vocational high schools (SMK) in Indonesia. The data collection method used was the semi-structured interviews, and then the data were analyzed using critical discourse analysis (CDA) with Milles and Huberman's framework analysis. The results of the study were divided into three aspects, namely pre-service teachers as pedagogical experts, subject matter experts and pedagogical content experts. These findings discussed the professional identity of pre-service teachers during teaching practicum included their beliefs, philosophies, self-imaging, role and agency through sociocultural perspective. Therefore, the results of this study provide empirical insights for other pre-service teachers regarding the formation of pre-service teachers' professional identities during teaching practicum that will help them in shaping their teacher professionalism in the future. [For the complete proceedings, see ED678959.] |
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