NARRATIVE INQUIRY OF EFL PRE-SERVICE TEACHER INTO TEACHER’S IDENTITY DURING THE TEACHING PRACTICUM PROGRAM

Erizona Nely Fajaria Nely Fajaria

Abstract


 

Abstract: Education plays a pivotal role in shaping teachers' professional identities and fostering the growth of future educators through hands-on teaching experiences. This study explores the journey of EFL (English as a Foreign Language) pre-service teachers in Indonesia, specifically focusing on their experiences and identity development during a teaching practicum program at a junior high school. Using a qualitative narrative inquiry approach, the research investigates how teaching practicum influences the participants' understanding of their roles as teachers, including their challenges and strategies to overcome them. Data were gathered through in-depth interviews with three pre-service teachers, allowing an in-depth view of their narratives and the influence of cultural and situational factors on their professional growth. The findings reveal that the practicum enhances teaching skills and classroom management and fosters a deeper professional identity, with participants reporting significant insights into classroom engagement, ethical teaching practices, and resilience. This study highlights the transformative power of teaching practicum programs in identity formation, offering valuable insights into the development of future educators within the Indonesian context.

 

Key words: EFL, Pre-service teacher,Teacher identity, Teaching practicum, Narrative inquiry, Professional development


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References


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