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Narrating Practicum Challenges and Emerging Teacher Identities : Indonesian EFL Pre-Service Teachers’ Accounts
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.23 No.3 (2026.09)바로가기
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- 페이지
- pp.892-900
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A492239
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4,000원
원문정보
초록
- 영어
- This small scale narrative inquiry examined how five Indonesian EFL pre-service teachers interpreted challenges experienced during school-based teaching practicum in relation to their emerging professional identities. The participants were purposively selected English Education students at a private university who had completed teaching practicum in the preceding semester. Data were generated through individual, offline, face to face semi-structured interviews lasting approximately 45-60 minutes. The data were analyzed using thematic analysis to identify patterns in participants’ accounts of classroom challenges, interpretations, responses, and projected teacher identities. The accounts centred on classroom management, students’ speaking confidence, instructional engagement, learner diversity, and limited teaching experience. Across these experiences, participants repositioned themselves as relational authorities, supportive facilitators, responsive and adaptive teachers, reflective planners, and committed continuous learners. The findings represent retrospective and provisional identity construction rather than verified long term transformation. The study contributes an incident to identity meaning-making sequence in which consisting of challenge, appraisal, pedagogical response, and projected professional identity that can support structured reflection in EFL teacher education.
목차
Abstract
Introduction
Method
Research Design
Research Context and Participants
Data Collection
Data Analysis
Results and Discussion
From Temporary Trainee to Relational Authority
From Language Expert to Supportive and Responsive Facilitator
From Method Application to Adaptive Confidence and Reflective Responsibility
An Incident to Identity Meaning-Making Sequence
Conclusion
The Authors
References
키워드
EFL pre-service teachers teaching practicum narrative inquiry professional identity formation teacher education저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.23 No.3
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