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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
Language: English
Authors: Lita Liviani Taopan (ORCID 0000-0002-6081-7165), Zulfa Sakhiyya (ORCID 0000-0003-4183-977X), Sri Wuli Fitriati (ORCID 0000-0002-6405-1371), Januarius Mujiyanto (ORCID 0000-0002-2627-9789)
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
FullText Links:
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  Data: Voices of Novice EFL Teachers in a Remote Island Region of Indonesia: Teacher Identity and TPACK Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Lita+Liviani+Taopan%22">Lita Liviani Taopan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6081-7165">0000-0002-6081-7165</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zulfa+Sakhiyya%22">Zulfa Sakhiyya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4183-977X">0000-0003-4183-977X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sri+Wuli+Fitriati%22">Sri Wuli Fitriati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6405-1371">0000-0002-6405-1371</externalLink>)<br /><searchLink fieldCode="AR" term="%22Januarius+Mujiyanto%22">Januarius Mujiyanto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2627-9789">0000-0002-2627-9789</externalLink>)
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  Data: 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
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 319
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Professional Isolation
        Type: general
      – SubjectFull: Geographic Isolation
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      – SubjectFull: Coping
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Professional Identity
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      – SubjectFull: Indonesia
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      – TitleFull: Voices of Novice EFL Teachers in a Remote Island Region of Indonesia: Teacher Identity and TPACK Perspectives
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            NameFull: Lita Liviani Taopan
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            NameFull: Zulfa Sakhiyya
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            NameFull: Sri Wuli Fitriati
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            NameFull: Januarius Mujiyanto
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