Abstract
This systematic literature review paper explores the importance of embedding accounting teachers' professional identity concept in the Indonesian education system particularly in teacher education. The Indonesian government is still struggling to enhance teacher professionalism; thus, many training pieces have been developed to overcome teachers' low quality. However, the teacher's competency in Indonesia is still behind the other countries implied in the PISA score, indicating a missing link in teacher education. The professional identity has attracted scholars in various fields to define the meaning of professional identity and develop it in an individual. The particular definition of accounting teacher professional identity is still not studied. Therefore, exploring previous studies in professional identity to identify teacher professional identity is needed. In the accounting teacher context, the paper proposes to combine two professional identity formations from teacher and accountant. By reviewing both fields, the concept of accounting professional identity and the development is drawn. This paper will discuss accounting teachers' identity that may be a new solution for the teacher education program, especially in accounting. In short, developing professional identity in accounting teachers needs to be done in three stages (pre-service, beginner, and experienced teachers). Every step has unique identities, but all phases need community involvement to ensure professional identity is formatted.
Highlights
Teacher professional development is broadly studied and defined by many researchers and practitioners in education
This study focuses on the accounting professional identity that may improve the quality of accounting teachers in Indonesia
The works of literature in accounting professional identity are taken from the structural symbolic interactionism, identity theory, teacher and accountant professional identity studies, and the education law regarding teacher professionalism
Summary
Teacher professional development is broadly studied and defined by many researchers and practitioners in education. The teacher professional development is defined as any activity partly or primarily to enhance teachers’ instructional practice and professionalism [2]. Professional development cannot leave job taxonomy, where people in work have in-role behavior and extra-role behaviors [3]. In using the term of professional development, the research defines it as any program to increase teachers' ability and capability to do their work both in-role and extra-role behaviors so that the. Teacher professional development is a critical aspect to upgrade the skill of instructional practice for teachers, increasing the students’ learning outcome [2]
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