Abstract
Researchers have been studying pre-service and in-service language teacher identity for more than two decades across countries. However, there is few research conducted in Indonesia regarding in-service language teacher identity in an international school. The present study aims at investigating international school language teachers prior experience and current teaching enterprise in redefining their professional and personal identity. The study employs qualitative method embracing questionnaire and in-depth interviews. There are 6 participants including teachers of Indonesian, English, Chinese, French, and Spanish language subjects. This study found that language teachers at AHS perceived their professional identity through the production of metaphors and the recalling of past and present teaching enterprise. Further exploration on the language teacher identity construction in Indonesia is then needed.DOI: 10.24071/ijiet.2020.040110
Highlights
Succeeding the emerging interest on teacher identity studies, researchers have been studying pre-service and in-service language teacher identity for the last decade across countries
In Indonesian context, Kuswandono (2014) discussed how thirteen preservice teachers (PSTs) in Guru University in Indonesia describe themselves in relation to their professional identity through reflective practice during their campus-based practicum
This study suggested that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and IJIET Vol 4, No 1, January 2020 professionalism
Summary
Succeeding the emerging interest on teacher identity studies, researchers have been studying pre-service and in-service language teacher identity for the last decade across countries. Research on pre-service language teacher identity has been conducted through the years. In Indonesian context, Kuswandono (2014) discussed how thirteen preservice teachers (PSTs) in Guru University in Indonesia describe themselves in relation to their professional identity through reflective practice during their campus-based practicum. This study suggested that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and IJIET Vol 4, No 1, January 2020 professionalism. Another study on language teacher identity focused on Indonesian pre-service teachers’ identities in a microteaching context: learning to teach English in an Indonesian teacher education program (Riyanti and Sarroub, 2016). Employing ethnographic research tools investigating 11 participants in West Kalimantan, this study suggested that that pre-service teachers’ identity development is influenced by their conceptualization of what constitutes sound English teaching in their multilingual setting
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