Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum
Keywords:
International teaching practicum, teachers identity.
Abstract
English pre-service teachers find teaching English abroad to be a memorable experience. It influences the type of teacher they will become in the future. Through the perspective of teacher identity, this study aims to describe how two Indonesian pre-service teachers in the English education department, during a teaching practicum in the Philippines, developed their teacher identity and how they overcome the challenges. This research focused on two fourth-year students from the English Education department of a private university in Yogyakarta who completed a one-month international teaching practicum in the Philippines. The data were gathered through semi-structured interviews and subsequently investigated thematically from the perspective of the teachers' identities, and then presneted narratively. It was discovered that the biographies of the pre-service teachers served as the starting point for their teachers' identity development. Throughout the international teaching practicum, the development of their teacher identity was influenced by their emotional reactions, their teaching methods, and their symbolic representation. In the international teaching setting, the student teacher received psychological and technical assistance to overcome the challenges of their practice. This support played a crucial role in the successful completion of the program and contributed to the development of their professional identity as teachers. The findings demonstrate the importance of international teaching experience, prompting universities to prioritize the teaching practicum. Additionally, the university should expand its international exchange programs, focusing on teaching practicum programs.
References
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Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional Identity Conflict and (Re)Construction among English Teachers in Iran. Journal of Language, Identity and Education, 19(5), 327–341. https://doi.org/10.1080/15348458.2019.1676157
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Kazaz, İ., & Alagözlü, N. (2020). Evaluation of teaching practicum for pre-service English language teachers: A scale development study. JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES. 16(3), 1562-1593.
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Maharani, F., & Fithriani, R. (2023). Exploring Challenges EFL Pre-Service Teachers Experience in Teaching Practicum: A Transformative Learning Perspective. Scope : Journal of English Language Teaching, 7(2), 173. https://doi.org/10.30998/scope.v7i2.16305
Miles, M. B., Huberman, A. M. (1984). Qualitative Data Analysis : A Sourcebook of New Methods. Sage Publication.
Muluk, S., Akmal, S., Andriana, D., Habiburrahim, H., & Safrul, M. S. (2021). Understanding students’ self-management skills at State Islamic University in Indonesia. Qualitative Report, 26(7), 2333–2346. https://doi.org/10.46743/2160-3715/2021.4817
Mulyani, M., & Gunawan, M. H. (2022). IDENTIFYING TEACHER PROFESSIONAL IDENTITY IN THE CONTENT OF PRE-SERVICE TEACHERS’ REFLECTION ON TEACHER’S TEACHING PRACTICUM I Putu Indra Kusuma. Indonesian EFL Journal (IEFLJ). https://doi.org/10.25134/ieflj.v8i1.5584
Mutlu, G. (2014). Challenges in Practicum: Pre-Service and Cooperating Teachers’ Voices. Journal of Education and Practice, 5, 1-7.
Nguyen, H. T. M., & Yang, H. (2018). Learning to become a teacher in Australia: a study of pre-service teachers’ identity development. Australian Educational Researcher, 45(5), 625–645. https://doi.org/10.1007/s13384-018-0276-9
Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching: Theory and Practice, 23(4), 406–421. https://doi.org/10.1080/13540602.2016.1211099
Pennington C, M. (2015). Teacher Identity in TESOL: A frames perspective. In Y. L. Cheung, S. Ben Said, & Park Kwanghyun (Eds.), Advances and Current Trends in Language Teacher Identity Research (pp. 16–30). Routledge.
Polkinghorne DE. Narrative configuration in qualitative analysis. Int J Qual Stud Educ. 1995;8(1):5–23. https://doi.org/10.1080/0951839950080103.
Prabjandee, D. (2019). Becoming English Teachers in Thailand: Student Teacher Identity Development during Teaching Practicum. Issues in Educational Research, 29, 1277-1294.
Rodrigues, L. de A. D., de Pietri, E., Sanchez, H. S., & Kuchah, K. (2018). The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves. International Journal of Educational Research, 88, 146–155. https://doi.org/10.1016/j.ijer.2018.02.002
Tran, Y., & Dee, A. (2023). The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers. Journal of Education and Learning, 12(3), 40. https://doi.org/10.5539/jel.v12n3p40
TÜFEKÇİ CAN, D., & BAŞTÜRK, M. (2018). QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya Üniversitesi Sosyal Bilimler Dergisi, 20(1), 187-212. https://doi.org/10.26468/trakyasobed.437672
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841. https://doi.org/10.1080/13540602.2016.1185819
Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Physiology, 8(JUL). https://doi.org/10.3389/fpsyg.2017.01264
Alhebaishi, S. M. (2019). Investigation of EFL student teachers’ emotional responses to affective situations during practicum. European Journal of Educational Research, 8(4), 1201–1215. https://doi.org/10.12973/eu-jer.8.4.1201
Al-Jaro, M., Asmawi, A., & Abdul-Ghafour, A. (2020). Supervisory Support Received by EFL Student Teachers during Practicum: The Missing Link. International Journal of Language and Literary Studies, 2(4), 22–41. https://doi.org/10.36892/ijlls.v2i4.437
Almomani, F., & Al-Momani, F. (2016). Challenges of Practicum at College of Education: Supervisors & Students’ Teachers Perspective. International Journal of Novel Research in Humanity and Social Sciences, 3, 45–52.
Ardi, P., & Yazid Basthomi, Ff. (2023). Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum. rEFLections. 30(2), 223-246.
Auni, L., Zulfikar, T., Akmal, S., Alfiatunnur, & Dina, F. (2022). International Teaching Internship: Development of Pre-Service Teachers’ Competences. Qualitative Report, 27(12), 2761–2779. https://doi.org/10.46743/2160-3715/2022.5457
Barkhuizen, G., Benson, P., Chik, A. (2014). Narrative Inquiry in Language and
Teaching Learning Research. Routledge.
Beck, C., & Kosnik, C. (2002). Components of a Good Practicum Placement: Pre-Service Teacher Perceptions. Teacher Education Quarterly. 29, 81-98.
http://www.teqjournal.org/backvols/2002/29_2/sp02beck_kosnick.pdf
Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching: Theory and Practice, 21(3), 305–327. https://doi.org/10.1080/13540602.2014.953818
Choi, L. J., & Park, M. Y. (2022). Teaching Practicum During COVID-19: Pre-Service English Language Teachers’ Professional Identities and Motivation. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119472
Creswell, J. W. (2014). Qualitative, quantitative and mixed methods approaches. Sage.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional Identity Conflict and (Re)Construction among English Teachers in Iran. Journal of Language, Identity and Education, 19(5), 327–341. https://doi.org/10.1080/15348458.2019.1676157
Haghighi Irani, F., Chalak, A., & Heidari Tabrizi, H. (2020). Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-00100-3
Hamaidi, D., Ibrahim Al-Shara, A., Arouri, Y., & Abu Awwad, F. (2014). STUDENT-TEACHERS’ PERSPECTIVES OF PRACTICUM PRACTICES AND CHALLENGES. European Scientific Journal. 10 (13), 191-214.
Hapsari, B. S., & Ena, O. T. (2019). ENGLISH PRE-SERVICE TEACHERS� IDENTITY DURING TEACHING PRACTICE: NARRATIVE RESEARCH. IJIET (International Journal of Indonesian Education and Teaching), 3(1), 11–20. https://doi.org/10.24071/ijiet.v3i1.1708
Hastowohadi, H., & Kumaini, R. (2019). BUILDING EFL STUDENTS’ SELF-CONFIDENCE, MOTIVATION, AND ABILITY IN LISTENING ENGLISH 2.0. Journey: Journal of English Language and Pedagogy, 2(1), 10-21. https://doi.org/10.33503/journey.v1i2.288
Kabilan, M. K., Ramdani, J. M., Mydin, A., & Junaedi, R. (2020). International Teaching Practicum: Challenges Faced by Pre-service EFL Teachers in ESL Settings. LEARN Journal : Language Education and Acquisition Research Network Journal. 13 (1), 114-126.
Kazaz, İ., & Alagözlü, N. (2020). Evaluation of teaching practicum for pre-service English language teachers: A scale development study. JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES. 16(3), 1562-1593.
Lingam, N. Lingam, K. Raghuwaiya. (2014). Professional Development of Pre-Service Teachers: The Case of Practicum Experience. International Journal of Social, Education, Economics and Management Engineering. 8(7), 2093-2099.
Lý, Trang & Tran, Hue. (2019). EFL Pre-Service Teachers’ Perceptions of the Effects of Teaching Practicum Experiences on their Professional Identity Development. International Journal of Advanced Scientific Research and Management. 4(12), 11-20. 10.36282/IJASRM/4.12.2019.1673.
Maharani, F., & Fithriani, R. (2023). Exploring Challenges EFL Pre-Service Teachers Experience in Teaching Practicum: A Transformative Learning Perspective. Scope : Journal of English Language Teaching, 7(2), 173. https://doi.org/10.30998/scope.v7i2.16305
Miles, M. B., Huberman, A. M. (1984). Qualitative Data Analysis : A Sourcebook of New Methods. Sage Publication.
Muluk, S., Akmal, S., Andriana, D., Habiburrahim, H., & Safrul, M. S. (2021). Understanding students’ self-management skills at State Islamic University in Indonesia. Qualitative Report, 26(7), 2333–2346. https://doi.org/10.46743/2160-3715/2021.4817
Mulyani, M., & Gunawan, M. H. (2022). IDENTIFYING TEACHER PROFESSIONAL IDENTITY IN THE CONTENT OF PRE-SERVICE TEACHERS’ REFLECTION ON TEACHER’S TEACHING PRACTICUM I Putu Indra Kusuma. Indonesian EFL Journal (IEFLJ). https://doi.org/10.25134/ieflj.v8i1.5584
Mutlu, G. (2014). Challenges in Practicum: Pre-Service and Cooperating Teachers’ Voices. Journal of Education and Practice, 5, 1-7.
Nguyen, H. T. M., & Yang, H. (2018). Learning to become a teacher in Australia: a study of pre-service teachers’ identity development. Australian Educational Researcher, 45(5), 625–645. https://doi.org/10.1007/s13384-018-0276-9
Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2017). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching: Theory and Practice, 23(4), 406–421. https://doi.org/10.1080/13540602.2016.1211099
Pennington C, M. (2015). Teacher Identity in TESOL: A frames perspective. In Y. L. Cheung, S. Ben Said, & Park Kwanghyun (Eds.), Advances and Current Trends in Language Teacher Identity Research (pp. 16–30). Routledge.
Polkinghorne DE. Narrative configuration in qualitative analysis. Int J Qual Stud Educ. 1995;8(1):5–23. https://doi.org/10.1080/0951839950080103.
Prabjandee, D. (2019). Becoming English Teachers in Thailand: Student Teacher Identity Development during Teaching Practicum. Issues in Educational Research, 29, 1277-1294.
Rodrigues, L. de A. D., de Pietri, E., Sanchez, H. S., & Kuchah, K. (2018). The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves. International Journal of Educational Research, 88, 146–155. https://doi.org/10.1016/j.ijer.2018.02.002
Tran, Y., & Dee, A. (2023). The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers. Journal of Education and Learning, 12(3), 40. https://doi.org/10.5539/jel.v12n3p40
TÜFEKÇİ CAN, D., & BAŞTÜRK, M. (2018). QUALITATIVE RESEARCH: THE PRE-SERVICE EFL TEACHERS’ OPINIONS ON TEACHING PRACTICIUM. Trakya Üniversitesi Sosyal Bilimler Dergisi, 20(1), 187-212. https://doi.org/10.26468/trakyasobed.437672
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819–841. https://doi.org/10.1080/13540602.2016.1185819
Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Physiology, 8(JUL). https://doi.org/10.3389/fpsyg.2017.01264
Published
2024-03-29
How to Cite
Triyoga, A., Hidayati, R., & Widyanesti, S. (2024). Teaching English in the Philippine: Pre-Service Teachers’ Identity Development During the International Teaching Practicum. Journey: Journal of English Language and Pedagogy, 7(1), 146-160. https://doi.org/10.33503/journey.v7i1.4057
Section
Articles
Copyright (c) 2024 Arilia Triyoga, Ratri Nur Hidayati, Soffi Widyanesti
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