Abstract
Teaching is a complex activity that needs a long-term process for shaping the identity of the teacher. This study explores the process by which English learning experiences have shaped the identities of two postgraduate student-teachers. A narrative case study approach was conducted through personal narratives written by the writer and a semi-structured interview with the participant. These narratives encompassed our reflections on various "significant moments" that pointed to three major themes: becoming a teacher, a teacher’s beliefs and knowledge, and professional teacher identity transformation. The findings revealed that teacher identity involves comprehending the interaction between a complex and dynamic system of personal and social elements. The construction of a teacher's identity not only includes personal knowledge and behavior but is also influenced by ideological, political, cultural, and teaching interests and conditions. In addition, a teacher education program plays an essential role in that process. It provides general pedagogical, technical, and educational skills that are vital for the teaching profession.
Author Information
Khusna Irfiana, Universitas Pendidikan Indonesia, Indonesia
Rojab Siti Rodliyah, Universitas Pendidikan Indonesia, Indonesia
Paper Information
Conference: ACE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Irfiana K., & Rodliyah R. (2023) Teacher Identity Construction: A Narrative Inquiry into English Postgraduate Student Teachers ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.37
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.37
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