Voices of Novice EFL Teachers in a Remote Island Region of Indonesia: Teacher Identity and TPACK Perspectives
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| Title: | Voices of Novice EFL Teachers in a Remote Island Region of Indonesia: Teacher Identity and TPACK Perspectives |
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| Language: | English |
| Authors: | Lita Liviani Taopan (ORCID |
| Source: | Issues in Educational Research. 2026 36(1):319-334. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Beginning Teachers, Language Teachers, English (Second Language), Rural Areas, Barriers, Professional Isolation, Geographic Isolation, Coping, Pedagogical Content Knowledge, Technological Literacy, Professional Identity |
| Geographic Terms: | Indonesia |
| ISSN: | 0313-7155 1837-6290 |
| Abstract: | This study explores how novice English teachers in a remote island region of Indonesia navigate the challenges of geographical and professional isolation. Building upon previous investigation into teacher identity growth and professional formation (Taopan et al., 2024, 2025), we focus on the lived experiences of six novice English teachers in the Alor District to understand how they survive and thrive in underserved communities. Using a narrative inquiry, we analyse life stories collected since 2020 through personal journals, in-depth interviews, observations and direct field visits to participants in their respective villages. Findings reveal that despite severe limitations in technological and pedagogical resources, participants leverage the TPACK framework as a vital lifeline to overcome the barriers of remoteness. This process is central to the construction of resilient professional, personal and institutional identities. We propose the TPACK and Teacher Identity integration framework to illustrate the dynamic, ongoing process of becoming an empowered educator in a nation's most challenging environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier36/taopan-abs.html |
| Accession Number: | EJ1505659 |
| Database: | ERIC |
| Abstract: | This study explores how novice English teachers in a remote island region of Indonesia navigate the challenges of geographical and professional isolation. Building upon previous investigation into teacher identity growth and professional formation (Taopan et al., 2024, 2025), we focus on the lived experiences of six novice English teachers in the Alor District to understand how they survive and thrive in underserved communities. Using a narrative inquiry, we analyse life stories collected since 2020 through personal journals, in-depth interviews, observations and direct field visits to participants in their respective villages. Findings reveal that despite severe limitations in technological and pedagogical resources, participants leverage the TPACK framework as a vital lifeline to overcome the barriers of remoteness. This process is central to the construction of resilient professional, personal and institutional identities. We propose the TPACK and Teacher Identity integration framework to illustrate the dynamic, ongoing process of becoming an empowered educator in a nation's most challenging environments. |
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| ISSN: | 0313-7155 1837-6290 |
