Abstract
Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.
Highlights
The discussion of identity construction becomes one of the important issues in teaching and teachers’ professional identity development (Wright, Loughlin, & Hall, 2017; Kennedy, & Lees, 2016; Day & Kington, 2008; Olsen, 2008; Alsup, 2006; Stryker & Burke, 2000)
Ela: feedbacks are very important Ela was in the sixth semester. She was a pre-service teacher who did not have any experience in teaching a real school setting
This study discovered that peer’s feedbacks delivered positive and negative impacts to the pre-service teachers’ identity construction
Summary
The discussion of identity construction becomes one of the important issues in teaching and teachers’ professional identity development (Wright, Loughlin, & Hall, 2017; Kennedy, & Lees, 2016; Day & Kington, 2008; Olsen, 2008; Alsup, 2006; Stryker & Burke, 2000). Because of the importance of teachers’ identity issue, many studies have explored the identity from in-service teachers’ perspectives (Palmer, 2009; Alsup, 2006). Others have examined teachers’ identity from pre-service teachers’ perspectives and novice teachers’ point of views, because of the identity construction process in teacher education (Yuan & Lee, 2015 & 2014; Trent, 2010). In the google scholar, the researcher did not find any study who explored pre-service teacher’s identity construction in the Indonesian context. In order to fill this gap, the researcher explores teacher’s identity in Indonesian contexts
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