External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era
DOI:
https://doi.org/10.32332/joelt.v12i1.5265Keywords:
Indonesian EFL teachers, library study, professional, professional identity, 21st centuryAbstract
Becoming more professional teachers is an indispensable thing that matters most in this 21st-century era as more fruitful learning outcomes attainment will be fully obtained by learners. This present small-scale qualitative investigation employed a library study approach to generate more reliable research results that can help Indonesian EFL teachers to cultivate a robust professional identity construction in the 21st-century era. For the data analysis processes, the researcher employed a library analysis method by reviewing the major research findings addressed by 20 previously-published professional identity studies published in Indonesian EFL teaching-learning settings. During the data analysis stage, the researcher concurrently utilized a thematic analysis approach to yield more understandable research results for the targeted research site. All these findings suggested educational institutions prioritize the continual development of Indonesian EFL teachers’ professional identity in order to bring about more qualified educational outcomes to all learners.
References
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Astuti, P. (2016). Practitioner of Cooperative Learning As Part of Novice Teachers’ Professional Identity. TEFLIN Journal - A Publication on the Teaching and Learning of English, 27(2), 132. https://doi.org/10.15639/10.15639/teflinjournal.v27i2/132-152
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Clipa, O., & Boghean, A. (2015). Stress Factors and Solutions for the Phenomenon of Burnout of Preschool Teachers. Procedia - Social and Behavioral Sciences, 180(November 2014), 907–915. https://doi.org/10.1016/j.sbspro.2015.02.241
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. Research on Teacher Identity: Mapping Challenges and Innovations, 1, 61–70. https://doi.org/10.1007/978-3-319-93836-3_6
Devi Apriliani. (2020). a Narrative Inquiry of Students Teachers Identity Construction Through Teaching Practicum: Voices From Secondary School Classroom in Indonesia. Wiralodra English Journal, 4(2), 39–51. https://doi.org/10.31943/wej.v4i2.108
Diasti, K. S. (2021). Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(1), 1–10. https://doi.org/10.24246/j.js.2021.v11.i1.p1-10
Florida, N. A., & Mbato, C. L. (2020). Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School. Journal of Education Research and Evaluation, 4(1), 8. https://doi.org/10.23887/jere.v4i1.23959
Hidarto, A., & Christine, C. (2021). Promoting professional identity among pre-service english teachers through teacher camps. Teflin Journal, 32(2), 214–242. https://doi.org/10.15639/teflinjournal.v32i2/214-242
Irani, F. H., Chalak, A., & Tabrizi, H. H. (2021). Engagement as an Ice-Breaking Stage in Teacher Identity Construction: A Case of Iranian Pre-service Teachers. The Independent Journal of Teaching and Learning, 16(1), 57–75. https://www.researchgate.net/publication/352135829
Kamil, D. (2022). Beyond classroom phenomena : Exploring Indonesian EFL teachers ’ professional identity metaphors. Issues in Educational Research, 32(2), 555–574. http://www.iier.org.au/iier32/kamil.pdf
Khoiriyah, K., Widiati, U., & Cahyono, B. Y. (2022). A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program. Proceedings of the 67th TEFLIN
International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 624, 142–145. https://doi.org/10.2991/assehr.k.220201.025
Kubanyiova, M., & Crookes, G. (2016). Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. Modern Language Journal, 100, 117–132. https://doi.org/10.1111/modl.12304
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240.
Mulyani, M., Gunawan, M. H., & Kusuma, I. P. I. (2022). Identifying Teacher Professional Identity in The Content of Pre-Service Teachers’ Reflection On teacher’s Teaching Practicum. Indonesian EFL Journal (IEFLJ), 8(1), 23–32. https://journal.uniku.ac.id/index.php/IEFLJ/article/view/5584/2907
Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
Pramesti, B. N., Education, E., Program, S., Training, T., Wulandari, B. A., Zam, T., & Al, Z. (2016). The Benefit of Teaching Practice Subject on the English Student Teachers' Professional Identity.1–10.
Pravita, A. R., & Kuswandono, P. (2021). Exploring English novice teachers’ identity transformation influenced by community of practice. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 9(1), 429–442.
Raharjo, Y. M. R. D., & Iswandari, Y. A. (2019). Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers. JET (Journal of English Teaching), 5(1), 26. https://doi.org/10.33541/jet.v5i1.957
Riyanti, D., & Sarroub, L. K. (2016). Indonesian pre-service teachers’ identities in a microteaching context: Learning to teach English in an Indonesian teacher education program. Transcultural Flows of English and Education in Asian Contexts, 49–68. https://digitalcommons.unl.edu/teachlearnfacpub/233/
Rizqi, M. A. (2017). Stress and Resilience Among Efl Teachers: an Interview Study of an Indonesian Junior High School Teacher. TEFLIN Journal - A Publication on the Teaching and Learning of English, 28(1), 22. https://doi.org/10.15639/teflinjournal.v28i1/22-37
Rosari, M. D. (2021). The Profile of Professional Identity of English Course Teachers in Yogyakarta. LET : Linguistics , Literature and English Teaching Journal, 11(2), 125–144.
Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping teacher professional identity through critical pedagogy-informed teacher education. International Journal of Instruction, 11(3), 617–634. https://doi.org/10.12973/iji.2018.11342a
Siahaan, S. M. Y., & Subekti, A. S. (2021). Pre-Service English Teachers’ Professional Identity Development: A Case Study. Metathesis: Journal of English Language, Literature, and Teaching, 5(2), 198. https://doi.org/10.31002/metathesis.v5i2.4231
Tanjung, F. Z., Musthafa, B., & Wirza, Y. (2021). Proficiency and Motivation: Foundation of Pre-service English Teachers’ Professional Identity Development. 513, 337–344. https://doi.org/10.2991/assehr.k.201230.128
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010
Upa, Y., & Mbato, C. L. (2020). English Teacher Identity Construction: Indonesian Teachers’ Motivation and Strategies in Teaching English for Special Needs Students. PROJECT (Professional Journal of English Education), 3(2), 311. https://doi.org/10.22460/project.v3i2.p311-321
Widodo, H. P., & Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development. Journal of Education for Teaching, 46(3), 408–410. https://doi.org/10.1080/02607476.2020.1761249
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers.’ Asian Englishes, 22(3), 309–316. https://doi.org/10.1080/13488678.2020.1732683
Wijaya, K. F. (2022). Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(1), 9–19. https://doi.org/10.24246/j.js.2022.v12.i1.p9-19
Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242–259.
Ashadi, A., Andriyanti, E., Purbani, W., & Fitrianingsih, I. (2022). EFL Teachers’ Identity in Self-Directed Learning: A Work-from-Home Phenomenology. Studies in English Language and Education, 9(1), 132–151. https://doi.org/10.24815/siele.v9i1.21455
Astuti, P. (2016). Practitioner of Cooperative Learning As Part of Novice Teachers’ Professional Identity. TEFLIN Journal - A Publication on the Teaching and Learning of English, 27(2), 132. https://doi.org/10.15639/10.15639/teflinjournal.v27i2/132-152
Berger, J. L., & Lê Van, K. (2019). Teacher professional identity as multidimensional: mapping its components and examining their associations with general pedagogical beliefs. Educational Studies, 45(2), 163–181. https://doi.org/10.1080/03055698.2018.1446324
Cendra, A. N. (2019). Indonesian novice English language teachers’ identity construction: Getting along with tensions. IJET (Indonesian Journal of English Teaching), 8(2), 41–53. http://jurnalftk.uinsby.ac.id/index.php/IJET/article/view/159
Clipa, O., & Boghean, A. (2015). Stress Factors and Solutions for the Phenomenon of Burnout of Preschool Teachers. Procedia - Social and Behavioral Sciences, 180(November 2014), 907–915. https://doi.org/10.1016/j.sbspro.2015.02.241
Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. Research on Teacher Identity: Mapping Challenges and Innovations, 1, 61–70. https://doi.org/10.1007/978-3-319-93836-3_6
Devi Apriliani. (2020). a Narrative Inquiry of Students Teachers Identity Construction Through Teaching Practicum: Voices From Secondary School Classroom in Indonesia. Wiralodra English Journal, 4(2), 39–51. https://doi.org/10.31943/wej.v4i2.108
Diasti, K. S. (2021). Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(1), 1–10. https://doi.org/10.24246/j.js.2021.v11.i1.p1-10
Florida, N. A., & Mbato, C. L. (2020). Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School. Journal of Education Research and Evaluation, 4(1), 8. https://doi.org/10.23887/jere.v4i1.23959
Hidarto, A., & Christine, C. (2021). Promoting professional identity among pre-service english teachers through teacher camps. Teflin Journal, 32(2), 214–242. https://doi.org/10.15639/teflinjournal.v32i2/214-242
Irani, F. H., Chalak, A., & Tabrizi, H. H. (2021). Engagement as an Ice-Breaking Stage in Teacher Identity Construction: A Case of Iranian Pre-service Teachers. The Independent Journal of Teaching and Learning, 16(1), 57–75. https://www.researchgate.net/publication/352135829
Kamil, D. (2022). Beyond classroom phenomena : Exploring Indonesian EFL teachers ’ professional identity metaphors. Issues in Educational Research, 32(2), 555–574. http://www.iier.org.au/iier32/kamil.pdf
Khoiriyah, K., Widiati, U., & Cahyono, B. Y. (2022). A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program. Proceedings of the 67th TEFLIN
International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021), 624, 142–145. https://doi.org/10.2991/assehr.k.220201.025
Kubanyiova, M., & Crookes, G. (2016). Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. Modern Language Journal, 100, 117–132. https://doi.org/10.1111/modl.12304
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240.
Mulyani, M., Gunawan, M. H., & Kusuma, I. P. I. (2022). Identifying Teacher Professional Identity in The Content of Pre-Service Teachers’ Reflection On teacher’s Teaching Practicum. Indonesian EFL Journal (IEFLJ), 8(1), 23–32. https://journal.uniku.ac.id/index.php/IEFLJ/article/view/5584/2907
Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
Pramesti, B. N., Education, E., Program, S., Training, T., Wulandari, B. A., Zam, T., & Al, Z. (2016). The Benefit of Teaching Practice Subject on the English Student Teachers' Professional Identity.1–10.
Pravita, A. R., & Kuswandono, P. (2021). Exploring English novice teachers’ identity transformation influenced by community of practice. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 9(1), 429–442.
Raharjo, Y. M. R. D., & Iswandari, Y. A. (2019). Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers. JET (Journal of English Teaching), 5(1), 26. https://doi.org/10.33541/jet.v5i1.957
Riyanti, D., & Sarroub, L. K. (2016). Indonesian pre-service teachers’ identities in a microteaching context: Learning to teach English in an Indonesian teacher education program. Transcultural Flows of English and Education in Asian Contexts, 49–68. https://digitalcommons.unl.edu/teachlearnfacpub/233/
Rizqi, M. A. (2017). Stress and Resilience Among Efl Teachers: an Interview Study of an Indonesian Junior High School Teacher. TEFLIN Journal - A Publication on the Teaching and Learning of English, 28(1), 22. https://doi.org/10.15639/teflinjournal.v28i1/22-37
Rosari, M. D. (2021). The Profile of Professional Identity of English Course Teachers in Yogyakarta. LET : Linguistics , Literature and English Teaching Journal, 11(2), 125–144.
Sardabi, N., Biria, R., & Golestan, A. A. (2018). Reshaping teacher professional identity through critical pedagogy-informed teacher education. International Journal of Instruction, 11(3), 617–634. https://doi.org/10.12973/iji.2018.11342a
Siahaan, S. M. Y., & Subekti, A. S. (2021). Pre-Service English Teachers’ Professional Identity Development: A Case Study. Metathesis: Journal of English Language, Literature, and Teaching, 5(2), 198. https://doi.org/10.31002/metathesis.v5i2.4231
Tanjung, F. Z., Musthafa, B., & Wirza, Y. (2021). Proficiency and Motivation: Foundation of Pre-service English Teachers’ Professional Identity Development. 513, 337–344. https://doi.org/10.2991/assehr.k.201230.128
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010
Upa, Y., & Mbato, C. L. (2020). English Teacher Identity Construction: Indonesian Teachers’ Motivation and Strategies in Teaching English for Special Needs Students. PROJECT (Professional Journal of English Education), 3(2), 311. https://doi.org/10.22460/project.v3i2.p311-321
Widodo, H. P., & Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development. Journal of Education for Teaching, 46(3), 408–410. https://doi.org/10.1080/02607476.2020.1761249
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers.’ Asian Englishes, 22(3), 309–316. https://doi.org/10.1080/13488678.2020.1732683
Wijaya, K. F. (2022). Investigating Indonesian Novice EFL Teachers’ Perceptions On Their Identity Construction. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(1), 9–19. https://doi.org/10.24246/j.js.2022.v12.i1.p9-19
Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242–259.
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2024-06-20
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