Abstract
ABSTRACT
 This study explores teacher identity among four newcomer teachers who are taking their master degree in English education. Specifically, it engages a holistic perspective to research the connection between personal and professional life experiences that shaped their teacher identity. This study tries to look into to what extent the teacher identity is constructed during English education master program. The researcher gathered reflection writing from the participants about their life stories, journey, and their motivation of continuing study. Their institution and formal courses are not the only aspect that could construct their identity. Work experiences and others’ sharing stories also give the big influence on their teacher identity.
 Keywords: teacher identity; reflective writing; newcomer teacher
Highlights
Identity construction is a significant aspect of becoming a teacher by looking at the number of studies on novice teachers
As Norton & Toohey (2011) explained, “over the past 15 years, there has been an explosion of interest in identity and language learning, and “identity” features in most encyclopedias and handbooks of language learning and teaching” (p.413) A person tends to form a teacher identity through the personal and professional discourses that enclose him to demonstrate himself as a teaching professional
Students enter to an education program, including English education, with expectations about becoming teachers
Summary
INTRODUCTION Identity construction is a significant aspect of becoming a teacher by looking at the number of studies on novice teachers. They construct identities as students, which later change into those of teacher by the end of time study. The researcher identifies „newcomer‟ as a teacher who is still apprentice in education life.
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