ON BECOMING A PROFESSIONAL ENGLISH TEACHER
THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS
Keywords:
an English pre-service teacher, narrative inquiry, online teaching, professional identity, teacher’s emotions
Abstract
In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
References
Abdullah, F., Hidayati, A. N., Andriani, A., Silvani, D., Ruslan, R., Tandiana, S. T., & Lisnawati, N. (2022). Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis. Studies in English Language and Education, 9(2), 11, 632-650.
Ainussamsi, Z. A., Hidayati, A. N., Pertamana, D., & Abdullah, F. (2021). A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2114-2131.
Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 4(1), 43–58.
Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. Proceedings of the 4th international language and language teaching conference, Nov 2017, (pp. 1-15). Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2017). From anxiety to enthusiasm: Emotional patterns among student teachers. European Journal of Teacher Education, 40(4), 447–464. https://doi.org/10.1080/02619768.2017.1349095
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. In Routledge. Routledge.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Bloomfield, D. (2010). Emotions and “getting by”: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234. https://doi.org/10.1080/1359866X.2010.494005
Chaves, O., & Hernández, F. (2013). EFL teaching methodological practices in Cali. PROFILE: Issues in Teachers’ Professional Development, 15(1), 61–80. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1053721&site=ehost-live&scope=site
Chen, Q., & Russell, R. M. (2019). Students’ reflections on their field practicum: An analysis of BSW student narratives. Journal of Teaching in Social Work, 39(1), 60–74. https://doi.org/10.1080/08841233.2018.1543224
Conelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaiti, & E. Grace (Eds.), Handbook of Complementary Methods in Education Research (pp. 477–487). Routledge. https://doi.org/10.4324/9780203874769
Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.
Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403–415. https://doi.org/10.1016/S0742-051X(01)00003-8
Day, C., & Qing, G. (2009). Teacher emotions: Well being and effectiveness. In P. A. Schutz & M. Zemblays (Eds.), Advances in Teacher Emotion Research: The iIpact on Teachers’ Live (pp. 15–32). Springer. https://doi.org/10.1007/978-1-4419-0564-2
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia-Pacific Education Researcher, 27(6), 441–453. https://doi.org/10.1007/s40299-018-0404-3
Elder, Linda; Paul, R. (1994). Critical thinking: Why we must transform our teaching. In Journal of Developmental Education (p. 34). http://connection.ebscohost.com/c/articles/9412012281/critical-thinking-why-we-must-transform-our-teaching.
Fauziah, N., Dewi, N. S. N., Hidayati, A. N., & Abdullah, F. (2022). Discovering Students’ Cognitive Perspective on the Use of Cooperative Learning in EFL Classroom. Jurnal Pendidikan Bahasa, 11(1), 114-125.
Ferrier-Kerr, J. L. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25(6), 790–797. https://doi.org/10.1016/j.tate.2009.01.001
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2(3), 906–922. https://doi.org/10.1007/s42438-020-00185-6
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Heeralal, P. (2014). Mentoring needs of pre-Service teachers during teaching practice. A case study at a South African University. Journal of Educational and Social Research, 4(1), 511–516. https://doi.org/10.5901/jesr.2014.v4n1p511
Hoque, M. E. (2016). Three domains of learning: cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45–52.
Huang, S. yong L., & Waxman, H. C. (2009). The association of school environment to student teachers’ satisfaction and teaching commitment. Teaching and Teacher Education, 25(2), 235–243. https://doi.org/10.1016/j.tate.2008.07.015
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134. https://doi.org/10.1016/j.tate.2005.07.002
Kamila, H. (2020). Pre-service EFL teachers’ challenges in developing materials during teaching practicum in Southern Thailand. The 2nd Bogor English Student and Teacher (BEST) CONFERENCE 2020, 54–60.
Karlsson, M. (2013). Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, 36(2), 133–146. https://doi.org/10.1080/02619768.2012.686994
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
Kier, M. W., & Lee, T. D. (2017). Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching. Teaching and Teacher Education, 61, 199–210. https://doi.org/10.1016/j.tate.2016.10.016
Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345–358. https://doi.org/10.15700/saje.v29n3a129
Labov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in the black English vernacular. (pp. 354–396). University of Transylvania Press.
Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16(1), 37–45. https://doi.org/10.1075/ni.16.1.07lab
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., & Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287. https://doi.org/10.1080/1359866X.2013.809052
Lee, J. C. K., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25–46. https://doi.org/10.1007/s10833-010-9149-3
Minott, M. A. (2008). Valli’s typology of reflection and the analysis of pre-service teachers’ reflective journals. Australian Journal of Teacher Education, 33(5), 55–65. https://doi.org/10.14221/ajte.2008v33n5.4
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126. https://doi.org/10.1016/j.tate.2006.11.008
Ololube, N. P. (2007). The relationship between funding, ICT, selection processes, administration and planning and the standard of science teacher education in Nigeria. Learning, 8(1), 1–29.
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508–527. https://doi.org/10.3316/ielapa.509386612482268
Richards, J. C. (2020). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Riddell, D. (2014). Teach EFL: The complete guide. John Murray Learning.
Sachs, J. D. (2005). Investing in development: A practical plan to achieve the Millenium Development Goals. CRC Press.
Sexton, D. M., Sexton, B. D. M., Sexton, D. M., & Sexton, B. D. M. (2008). Student Teachers Negotiating Identity, Role, and Agency. Teacher Education Quarterly, 35(3), 73–88. http://eric.ed.gov/?id=EJ831717%5Cnhttp://eric.ed.gov/?q=students+teacher+identity&pr=on&ft=on&id=EJ831717
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616–621. https://doi.org/10.1016/j.tate.2009.09.009
Sippel, L., & Jackson, C. N. (2015). Teacher vs . Peer Oral Corrective Feedback in the German Language Classroom. Foreign Language Annals, 48 (4), 688–705. https://doi.org/10.1111/flan.12164
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358. https://doi.org/10.1023/A:1026131715856
Teng, M. F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11.8
Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563–1570. https://doi.org/10.1016/j.tate.2010.06.008
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the united states. Peabody Journal of Education, 72(1), 67–88. https://doi.org/10.1207/s15327930pje7201_4
Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639–647. https://doi.org/10.1016/j.tate.2009.09.016
Yazan, B. (2014). How ESOL teacher candidates construct their teacher identities: A case study of an MA TESOL program. In ProQuwst LLC. University of Maryland.
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830
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
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238. https://doi.org/10.1080/1354060032000116611
Zhu, G. (2017). Chinese student teachers’ perspectives on becoming a teacher in the practicum: Emotional and ethical dimensions of identity shaping. Journal of Education for Teaching, 43(4), 491–495. https://doi.org/10.1080/02607476.2017.1341162
Zhu, G., Peng, Z., Deng, L., Li, G., & Etchells, M. (2019). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Paper Presentation at the American Educational Research Association Annual Meeting, Toronto, C, April 5-9, 2019.
Ainussamsi, Z. A., Hidayati, A. N., Pertamana, D., & Abdullah, F. (2021). A Narrative Inquiry of an Indonesian Prospective Teacher’s Teaching Experiences: Probing Language Teaching Awareness. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2114-2131.
Alvarado, N. C., Coelho, D., & Dougherty, E. (2016). Mobile apps for ELLs: Supporting language learning with engaging digital tools. Argentinian Journal of Applied Linguistics, 4(1), 43–58.
Andriani, A., & Abdullah, F. (2017). Invigorating the EFL students in acquiring new linguistic knowledge: Language learning through projects. Proceedings of the 4th international language and language teaching conference, Nov 2017, (pp. 1-15). Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Anttila, H., Pyhältö, K., Soini, T., & Pietarinen, J. (2017). From anxiety to enthusiasm: Emotional patterns among student teachers. European Journal of Teacher Education, 40(4), 447–464. https://doi.org/10.1080/02619768.2017.1349095
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. In Routledge. Routledge.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Bloomfield, D. (2010). Emotions and “getting by”: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234. https://doi.org/10.1080/1359866X.2010.494005
Chaves, O., & Hernández, F. (2013). EFL teaching methodological practices in Cali. PROFILE: Issues in Teachers’ Professional Development, 15(1), 61–80. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1053721&site=ehost-live&scope=site
Chen, Q., & Russell, R. M. (2019). Students’ reflections on their field practicum: An analysis of BSW student narratives. Journal of Teaching in Social Work, 39(1), 60–74. https://doi.org/10.1080/08841233.2018.1543224
Conelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaiti, & E. Grace (Eds.), Handbook of Complementary Methods in Education Research (pp. 477–487). Routledge. https://doi.org/10.4324/9780203874769
Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.
Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403–415. https://doi.org/10.1016/S0742-051X(01)00003-8
Day, C., & Qing, G. (2009). Teacher emotions: Well being and effectiveness. In P. A. Schutz & M. Zemblays (Eds.), Advances in Teacher Emotion Research: The iIpact on Teachers’ Live (pp. 15–32). Springer. https://doi.org/10.1007/978-1-4419-0564-2
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia-Pacific Education Researcher, 27(6), 441–453. https://doi.org/10.1007/s40299-018-0404-3
Elder, Linda; Paul, R. (1994). Critical thinking: Why we must transform our teaching. In Journal of Developmental Education (p. 34). http://connection.ebscohost.com/c/articles/9412012281/critical-thinking-why-we-must-transform-our-teaching.
Fauziah, N., Dewi, N. S. N., Hidayati, A. N., & Abdullah, F. (2022). Discovering Students’ Cognitive Perspective on the Use of Cooperative Learning in EFL Classroom. Jurnal Pendidikan Bahasa, 11(1), 114-125.
Ferrier-Kerr, J. L. (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25(6), 790–797. https://doi.org/10.1016/j.tate.2009.01.001
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2(3), 906–922. https://doi.org/10.1007/s42438-020-00185-6
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Heeralal, P. (2014). Mentoring needs of pre-Service teachers during teaching practice. A case study at a South African University. Journal of Educational and Social Research, 4(1), 511–516. https://doi.org/10.5901/jesr.2014.v4n1p511
Hoque, M. E. (2016). Three domains of learning: cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45–52.
Huang, S. yong L., & Waxman, H. C. (2009). The association of school environment to student teachers’ satisfaction and teaching commitment. Teaching and Teacher Education, 25(2), 235–243. https://doi.org/10.1016/j.tate.2008.07.015
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134. https://doi.org/10.1016/j.tate.2005.07.002
Kamila, H. (2020). Pre-service EFL teachers’ challenges in developing materials during teaching practicum in Southern Thailand. The 2nd Bogor English Student and Teacher (BEST) CONFERENCE 2020, 54–60.
Karlsson, M. (2013). Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, 36(2), 133–146. https://doi.org/10.1080/02619768.2012.686994
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
Kier, M. W., & Lee, T. D. (2017). Exploring the role of identity in elementary preservice teachers who plan to specialize in science teaching. Teaching and Teacher Education, 61, 199–210. https://doi.org/10.1016/j.tate.2016.10.016
Kiggundu, E., & Nayimuli, S. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345–358. https://doi.org/10.15700/saje.v29n3a129
Labov, W. (1972). The transformation of experience in narrative syntax. In W. Labov (Ed.), Language in the inner city: Studies in the black English vernacular. (pp. 354–396). University of Transylvania Press.
Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16(1), 37–45. https://doi.org/10.1075/ni.16.1.07lab
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., & Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287. https://doi.org/10.1080/1359866X.2013.809052
Lee, J. C. K., & Yin, H. B. (2011). Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12(1), 25–46. https://doi.org/10.1007/s10833-010-9149-3
Minott, M. A. (2008). Valli’s typology of reflection and the analysis of pre-service teachers’ reflective journals. Australian Journal of Teacher Education, 33(5), 55–65. https://doi.org/10.14221/ajte.2008v33n5.4
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126. https://doi.org/10.1016/j.tate.2006.11.008
Ololube, N. P. (2007). The relationship between funding, ICT, selection processes, administration and planning and the standard of science teacher education in Nigeria. Learning, 8(1), 1–29.
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508–527. https://doi.org/10.3316/ielapa.509386612482268
Richards, J. C. (2020). Exploring Emotions in Language Teaching. RELC Journal, 53(1), 225–239. https://doi.org/10.1177/0033688220927531
Riddell, D. (2014). Teach EFL: The complete guide. John Murray Learning.
Sachs, J. D. (2005). Investing in development: A practical plan to achieve the Millenium Development Goals. CRC Press.
Sexton, D. M., Sexton, B. D. M., Sexton, D. M., & Sexton, B. D. M. (2008). Student Teachers Negotiating Identity, Role, and Agency. Teacher Education Quarterly, 35(3), 73–88. http://eric.ed.gov/?id=EJ831717%5Cnhttp://eric.ed.gov/?q=students+teacher+identity&pr=on&ft=on&id=EJ831717
Shapiro, S. (2010). Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3), 616–621. https://doi.org/10.1016/j.tate.2009.09.009
Sippel, L., & Jackson, C. N. (2015). Teacher vs . Peer Oral Corrective Feedback in the German Language Classroom. Foreign Language Annals, 48 (4), 688–705. https://doi.org/10.1111/flan.12164
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358. https://doi.org/10.1023/A:1026131715856
Teng, M. F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the pre-service teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11.8
Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563–1570. https://doi.org/10.1016/j.tate.2010.06.008
Tsui, A. B. M. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657–680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x
Valli, L. (1997). Listening to other voices: A description of teacher reflection in the united states. Peabody Journal of Education, 72(1), 67–88. https://doi.org/10.1207/s15327930pje7201_4
Williams, J. (2010). Constructing a new professional identity: Career change into teaching. Teaching and Teacher Education, 26(3), 639–647. https://doi.org/10.1016/j.tate.2009.09.016
Yazan, B. (2014). How ESOL teacher candidates construct their teacher identities: A case study of an MA TESOL program. In ProQuwst LLC. University of Maryland.
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830
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
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9(3), 213–238. https://doi.org/10.1080/1354060032000116611
Zhu, G. (2017). Chinese student teachers’ perspectives on becoming a teacher in the practicum: Emotional and ethical dimensions of identity shaping. Journal of Education for Teaching, 43(4), 491–495. https://doi.org/10.1080/02607476.2017.1341162
Zhu, G., Peng, Z., Deng, L., Li, G., & Etchells, M. (2019). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Paper Presentation at the American Educational Research Association Annual Meeting, Toronto, C, April 5-9, 2019.
Article Metrics
Abstract views: 385
PDF downloads: 363
Published
2023-06-26
How to Cite
Syakira, S., Abdullah, F., Anwari, M. R. R., Andriani, A., Hidayati, A. N., & Anwar, D. (2023). ON BECOMING A PROFESSIONAL ENGLISH TEACHER : THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS. Getsempena English Education Journal , 10(1), 1-26. https://doi.org/10.46244/geej.v10i1.1930
Issue
Section
Articles
