Exploring Pre-Service Teacher’s Identity During Teaching Practicum Using Xu’s Theoretical Framework

Adryan Adryan, Ngadiso Ngadiso, Teguh Sarosa

Abstract

Examining PSTs’ identity formation is essential since it will influence teachers’ teaching pedagogies and development. Further, it can help determine what factors contribute to different outcomes. Teaching practicum is considered the most critical, valuable, and demanding experience for pre-service teachers (PSTs) to apply the theoretical knowledge and practical skills they learned in their teacher education program. Building on Xu’s (2013) conceptual framework, the researcher sought to understand PSTs’ identity formation during teaching practicum. Furthermore, the study was aimed to identify the factors influencing PSTs’ identity development. This research involved two female English as a Foreign Language (EFL) PSTs. The researcher used the biographical narrative inquiry method to gather data, which involved in-depth interviews and thematic analysis of participants’ lesson plans. The study found that EFL pre-service teachers (PSTs) developed their identity through thorough lesson planning, students’ readiness, and correct pronunciation. They valued professionalism and responsibility in delivering accurate information. The PSTs used various assessment practices, created supportive classrooms, utilized diverse learning resources, and sought students’ feedback. Building positive relationships with students was also recognized as important. Factors influencing pre-service teacher’s identity development included past experiences, content knowledge, and positive student relationships. However, the study has limitations that should be considered. Firstly, the findings may only apply to the EFL context and might not be generalizable to other subjects. Secondly, the reliance on self-reported data introduces a potential bias. Lastly, the study does not examine the long-term effects of the identified factors on PSTs’ identity development.

Keywords

EFL Pre-Service Teacher; Teaching Practicum; Teacher Identity; Xu

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References

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DOI: https://doi.org/10.20961/ee.v12i1.75068

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