Author Information
Khusna Irfiana, Universitas Pendidikan Indonesia, IndonesiaRojab Siti Rodliyah, Universitas Pendidikan Indonesia, Indonesia
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.
Paper Information
Conference: ACE2022Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2022 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
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 (pp. 469-483) 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
Comments
Powered by WP LinkPress