Influential factors cultivating Indonesian EFL educators' professional identity construction
Main Article Content
Kristian Florensio Wijaya
One of the essential underlying premises that need to be kept in mind to maintain Indonesian EFL educators’ professionalism is with the support of the robust establishment of professional identity. Previously-reviewed studies conducted in Indonesian EFL teaching-learning contexts held a strong contention that a higher level of professional identity construction would enable language teachers to show their best educational endeavour to fully fulfill the educational demands. This current small-scale qualitative study was initiated with the support of a library analysis approach to generate more comprehensible and applicable research results. To attain this major study objective, the researcher conducted an in-depth thematic analysis of 20 previously-conducted Indonesian EFL teachers’ professional identity construction studies to yield more orderly research outcomes. Two major-specific factors are believed to cultivate Indonesian EFL educators’ professional identity construction namely: (1) viable motivation to advance an entire educational quality and (2) rigorous external support emanating from educational stakeholders. To this end, it can be fairly inferred that Indonesian EFL educators can fully possess a higher degree of professional identity in an occasion where both internal motivation and mutual external support are embedded within their professional lives.
Abdul Rahman, F., & Kurniawan, E. (2022). Exploring EFL Novice Teacher’s Identity Construction: A Narrative Inquiry of Senior High School Teacher. JEELS (Journal of English Education and Linguistics Studies), 9(2), 303–325. https://doi.org/10.30762/jeels.v9i2.485
Analisti, D. (2021). Professional Identity Construction of an Indonesian English Teacher: A Narrative Inquiry. Language-Edu. http://riset.unisma.ac.id/index.php/LANG/article/view/9964
Averina, F. E., & Kuswandono, P. (2022). From Pre- Service to Novice : Unraveling EFL Teachers ’ Professional Identity Transformation through the Lens of Critical Incident Technique. 12(2), 552–565.
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
Cardno, C. (2018). Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method. Educational Administration: Theory & Practice, 24(4), 623-640.
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
Kamil, D. (2022). Beyond classroom phenomena: Exploring Indonesian EFL teachers’ professional identity metaphors. Issues in Educational Research, 32(2), 555–574.
Ke Lomi, A. N., & 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. https://doi.org/10.33369/jeet.4.1.1-19
Kusumaningrum, D. E., Sumarsono, R. B., & Gunawan, I. (2019). Professional ethics and teacher teaching performance: Measurement of teacher empowerment with a soft system methodology approach. International Journal of Innovation, Creativity and Change, 5(4), 611–624.
Mahendra, A. W. (2020). Constructing Identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229–240.
Mbato, C. L., & Wijaya, K. F. (2020). Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers. JET (Journal of English Teaching), 6(2), 96–110. https://doi.org/10.33541/jet.v6i2.47
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
Nue, M. P., & Manara, C. (2022). Pre-Service Teachers’ Investments in English and Construction of Professional Identity in the Indonesian Context. Studies in English Language and Education, 9(2), 462–482. https://doi.org/10.24815/SIELE.V9I2.22557
Prabandari, C. S. (2020). Attending to EFL Teacher Identity: Reflective Practice in Optimising Teacher Professional Education Program. Indonesian Journal of English Language Studies (IJELS), 6(2), 93–100. https://doi.org/10.24071/ijels.v6i2.2820
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
Richards, J. C. (2021). Teacher, Learner and Student-Teacher Identity in TESOL. RELC Journal. https://doi.org/10.1177/0033688221991308
Rosari, M. D. (2019). a Narrative Inquiry on How Teacher Professional Identity Influences Teacher’S School Type Preference. LET: Linguistics, Literature and English Teaching Journal, 9(2), 95. https://doi.org/10.18592/let.v9i2.3272
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
Sinom, P. A. P., & Kuswandono, P. (2022). Indonesian English Teacher ’ s Identity : Bridging the Gap between Teachers ’ Personal and Professional Identity. Journal of Language and Literature, 17(October).
Triutami, C. S., & Mbato, C. lao. (2021). EFL Undergraduate Students’ Professional Identity Construction: A Sociocultural Perspective. Journal of English Education and Teaching (JEET), 5(1), 1–15.
Tsai, C. H., Rodriguez, G. R., Li, N., Robert, J., Serpi, A., & Carroll, J. M. (2020). Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic. Interaction Design and Architecture(S), 46, 70–87. https://doi.org/10.55612/s-5002-046-004
Weni, T. M. M. (2021). Professional Identity Formation of Four Novice English Teachers. Magister Scientiae, 49(1), 52-65.
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
Wijaya, K. F. (2021). English Education Master Students’ Perceptions on Their Self-Efficacy in Efl Speaking Learning Contexts. UC Journal: ELT, Linguistics and Literature Journal, 2(2), 105–118. https://doi.org/10.24071/uc.v2i2.3438
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
Yumarnamto, M., & Prijambodo, V. L. (2020). “Teaching is God’s Calling”: Teachers’ Beliefs and Professional Identity at Ten Christian Schools in Indonesia. International Journal of Education, 13(2), 70–78. https://doi.org/10.17509/ije.v13i2.24794
