EFL PRE-SERVICE TEACHER'S CONSTRUCTION OF PROFESSIONAL IDENTITY DURING FIELD TEACHING PRACTICE: AN AUTOETHNOGRAPHIC STUDY

Andi Ati Mappalettu. SID. 18010106022., A (2023) EFL PRE-SERVICE TEACHER'S CONSTRUCTION OF PROFESSIONAL IDENTITY DURING FIELD TEACHING PRACTICE: AN AUTOETHNOGRAPHIC STUDY. Skripsi thesis, IAIN KENDARI.

	Text 1 COVER PAGE.pdf Download (665kB)
	Text 2 CHAPTER 1 INTRODUCTION.pdf Download (2MB)
	Text 3 CHAPTER II REVIEW OF THE LITERATURE.pdf Download (5MB)
	Text 4 CHAPTER III METHODOLOGY.pdf Download (472kB)
	Text 5 CHAPTER IV FINDINGS AND DISCUSSIONS.pdf Restricted to Repository staff only Download (1MB)
	Text 6 CHAPTER V.pdf Download (559kB)
	Text 7 REFERENCES.pdf Download (308kB)
	Text 8 APPENDIXES.pdf Download (472kB)

Abstract

ABSTRACT Andi Ati Mappalettu. SID. 18010106022. EFL Pre-Service Teacher's Construction of Professional Identity during Field Teaching Practice: An Autoethnographic Study. Supervised by: Abdul Halim S. Pd., M. TESOL and Azwar Abidin M.Pd This study aims to identify an EFL pre-service teacher’s construction of professional identity during field teaching practice. This study applies a qualitative approach with an autoethnographic method in which the data obtained through instrument narratives’ reflection-photovoice were collected during preservice teacher’s work placement. In analyzing the data, this study conducts Kelchtermans (2009) theory of domain where composed into five first-order domains of construction; self-image, self-esteem, task perception, job motivation, and future perspective. Furthermore, the data analysis found four additional domains; there are self-efficacy, job satisfaction, commitment, and job challenge. However, the result shows that the tendency level of the domain is in the task perception and self-esteem which is meant to be an active (normative) and evaluative process. The background factors were also disclosed which consist of internal and external factors supporting the professional identity’s construction. The internal factors are the ability to think about instruction and personal value and future expectation. Meanwhile, the external factor consisted of relationship with peers and important actors, placement assumption, professional challenge, and student’s reaction. The finding of this study revealed that the overall process of constructing a professional identity is based on personal interpretation and the activities conducted during the training program. The meanings processes of construction that are successfully formed include adaptation, involvement, and imagination. Keywords: autoethnographic; EFL pre-service teacher; constructing of professional identity; narratives’ reflection-photovoice.

Actions (login required)

View Item