Examining pre-service teachers' professional identity ahead of teaching practicum

There has been extensive research on pre-service teachers' professional identity; however, there remains a gap on its examination prior to teaching practicum engagement. Considering its significance in succeeding and providing meaningful actual teaching experiences through a practicum program,...

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Bibliographic Details
Published in:Issues in educational research 2024-01, Vol.34 (4), p.1388
Main Authors: Ika Wahyuni Lestari, Hartono, Rudi, Mujiyanto, Januarius, Sakhiyya, Zulfa
Format: Article
Language:English
Subjects:
Education Majors
English (Second Language)
Language Teachers
Practicums
Preservice teachers
Professional identity
Research Assistants
Self Efficacy
Teacher Attitudes
Teacher Competency Testing
Teacher Education Programs
Teacher Role
Teaching
Teaching (Occupation)
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Summary:There has been extensive research on pre-service teachers' professional identity; however, there remains a gap on its examination prior to teaching practicum engagement. Considering its significance in succeeding and providing meaningful actual teaching experiences through a practicum program, the present study aimed to address the gap by examining the professional identity of pre-service teachers before they engaged in teaching practicum. Under a mixed methods design, data were collected using a questionnaire distributed to ninety third-year pre-service EFL teachers (PSETs) in Indonesia (N=90), nine of whom (n=9) were interviewed. The results showed a moderate level of professional identity shaped ahead of practicum. It suggested a developing process of professional identity construction among pre-service teachers and needs for improvement, particularly regarding their self-efficacy in teaching, their commitment to teaching, and their perceptions toward the teaching profession. Positively, the pre-service teachers demonstrated strong values of teacher professional orientation and good understanding of teachers' roles. Implications were discussed, emphasising the steps English language teacher education programs should take to strengthen PSETs' professional identity.
ISSN:0313-7155
1837-6290