Abstract
Previous studies indicated that the majority of second language teachers were in serious hurdles in reconstructing their identities formation. The major hurdles that matter most in this debilitating inhibition are the lack of extensive emotional supports, minimum exposure of teaching ownership, and contradicting educational paradigms. This qualitative study aimed to further investigate Indonesian novice EFL teachers’ perceptions of their identity construction. To gather reliable data, the critical incident technique manifested in the form of seven critical self-reflection inquiries were being asked to 3 invited novice EFL teachers possessing a vast range of teaching experiences resided in various Indonesian educational institutions. Three major themes were drawn from the interviewees’ excerpts namely the importance of inducing more proactive teaching-learning engagement, establishing mutual rapports with learners as well as working colleagues, and rejuvenating the ongoing professional identity construction aligned with external institutional demands.
Highlights
To be more qualified, passionate, and compassionate educators amid abrupt educational shifts, teachers are commissioned to construct, reconstruct, and preserve their authentic identities establishment
The tangible trajectories to elevate teachers’ identities had bear a huge brunt due to the dynamic constructions forming in this long-lengthy process and external forces enforced by the school institutions such as political, social, and cultural factors
The researcher attempted to provide reasonable and sensible responses to the two following research problems formulated in the previous part, namely: (1) What are the specific advantageous sources sustaining novice EFL teachers to maintain their identity construction? (2) How do EFL teachers construct their identities amid unpredictable educational shifts? Concerning the obtained data, three major themes have been segmented in this study namely: (1) The Induction of Proactive Teaching Learning Engagement to be More Agentic EFL Teachers (2) The Mutual and Positive Rapport Imprinting Between Teacher-Student along with Working Colleagues Intensified Robust Identity Growth, and (3) The Continuous Rejuvenation of Professional Identity Construction to Meet with External Educational Demands
Summary
Passionate, and compassionate educators amid abrupt educational shifts, teachers are commissioned to construct, reconstruct, and preserve their authentic identities establishment. The tangible trajectories to elevate teachers’ identities had bear a huge brunt due to the dynamic constructions forming in this long-lengthy process and external forces enforced by the school institutions such as political, social, and cultural factors All of these nature of identity construction is inextricably associated with the theory of teacher identities proffered by Reeves (2018) mentioning that robust identities constructed by teachers depend heavily on both internal and external forces eventually leading teachers to position themselves of becoming the coveted educators they aim to be. All of these lines of arguments are closely interlinked with the major finding of senior and novice EFL teachers’ identity construction study plied by Farrell (2011) unveiling that experienced EFL teachers underwent easier educational ventures in their career pathways since their educational institutions had entrusted, appreciated, and provided all of the rewarding external resources beneficial for empowering their further identities construction
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