Constructing A New Professional Identity: My Journey as A Science Teacher Educator

Ikmanda Nugraha

Abstract

Dalam penelitian ini, saya akan membahas pengalaman pembelajaran profesional sebagai pendidik guru sains di salah satu universitas pendidikan guru di Indonesia. Dengan menggunakan metodologi studi diri sendiri (self-study), penelitian ini mengeksplorasi pengalaman saya dalam membangun identitas profesional baru sebagai pendidik guru sains. Penelitian ini merupakan bentuk autoetnografi yang diambil dari portofolio saya selama hampir tujuh tahun bekerja sebagai pendidik guru sains. Dengan menggunakan Self-Determination Theory sebagai kerangka teori, penelitian ini mengeksplorasi makna dari proses membangun identitas profesional baru dari seorang guru sains menjadi pendidik guru sains. Transisi ini ditandai oleh interaksi yang kompleks dengan rekan sejawat, guru (baik guru dalam jabatan maupun calon guru), serta lingkungan akademik universitas, yang menimbulkan ketegangan dan krisis identitas. Dari penelitian ini dapat disimpulkan bahwa penting untuk memahami konteks dan proses transisi dari guru sains ke pendidik guru sains. Selain itu, menjadi seorang pendidik guru sains memerlukan kemampuan yang melampaui seorang guru sains, karena pendidik guru harus mampu menjadi teladan dan mendemonstrasikan praktik pengajaran sains yang tepat bagi mahasiswa (baik dalam konteks sekolah maupun pendidikan tinggi), mengembangkan pembelajaran sains berbasis penelitian, serta aktif dalam penelitian pendidikan sains.

In this study, I will discuss the professional learning experience as a science teacher educator at one of Indonesia's teacher education universities. Using a self-study methodology, this study explores my experience constructing a new professional identity as a science teacher educator. This study is an auto-ethnography taken from my portfolio of almost seven years working as a teacher educator. Using the self-determination theory as a framework, this study explores the meaning of constructing a new professional identity from a science teacher to a science teacher educator. This transition is characterized by complex interactions with colleagues, teachers (in-service and pre-service teachers), and the university academic environment, which creates tension and an identity crisis. From this study, it can be argued that it is essential to understand the context and process of transition from science teacher to science teacher educator. In addition, being a science teacher educator requires abilities that exceed that of a science teacher. It is because a teacher educator needs to model and demonstrate proper science teaching for students (in the context of school and higher education), develop research-based science teaching, and be active in science education research.

Keywords

Science teacher educator; Professional identity construction; Self-study; Auto-ethnography; Self-Determination Theory

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DOI: https://doi.org/10.20961/inkuiri.v15i1.109783

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