“I am a Rhetoric Physics Student-Teacher”: Identity Construction of an Indonesian Physics Student-Teacher

Abstract

The concept of teacher identity plays an important role in improving teacher professionalism. However, most studies related to teacher identity in Indonesia are still rarely disclosed, especially the identity of physics teachers. Through a case study design, we aim to explore the identity of a student-teacher in the context of the Indonesian physics teacher preparation program. The participant was a fourth-year student, Syahrul (pseudonym), who was taking an internship program. Data were collected through semi-structured interviews, learning observations, field notes, and document analysis, such as teacher syllabus, lesson plans, and students' worksheets. The results of this study reveal multi-layered perspectives of a physics student-teacher identity. We conclude that Syahrul's identity was constructed through rhetoric skills obtained from his involvement in student co-curricular activities such as involvement in a student organization formed by the university. Implications on physics teacher preparation programs are also discussed.

Exploration of science teacher identity construction through various lived experiences

“…Factors that influence teacher identity are personal, professional, historical, and cultural (Hanna et al, 2019). This is in line with previous researchers, who defined professional identity as a process of continuous integration of professional and personal aspects (Purwaningsih et al, 2020). Although identity is an individual construct, broader social interactions influence identity development.…”

“…The results of the study show that teachers' decisions to use reformative learning for science learning practices are largely determined by their college learning experiences (Wei et al, 2021). Other research shows how the experience of activities outside of lectures significantly affects teacher identity (Purwaningsih et al, 2020). This means that a lack of understanding of science teacher identity will lead to a lack of understanding of the roles and challenges that teachers must face.…”

“…Another researcher uncovered the development of a physics teacher's physics identity through specific instructional practices designed to incorporate the use of multi-representation (Munfaridah et al, 2022). Other researchers have also explored the identity of student teachers in the context of physics teacher preparation programs in Indonesia (Purwaningsih et al, 2020). However, research in Indonesia on the construction of science teacher identity is still a new concern.…”

Exploration of physics teacher identity through life experience: A case study of science teacher with excellent achievement

“…Teacher identity is built based on the interaction of several factors such as personal, professional, historical, and cultural factors (Hanna et al, 2019) and develops at every stage of the career to become a physics teacher (Purwaningsih, Suryadi, & Munfaridah, 2020). This causes each individual to have a different teacher identity and is shaped by different factors.…”

Analysis of Students' Conceptual Understanding of Physics on the Topic of Static Fluids

“…Conceptual benefits are one of the appropriate alternative ways of learning for students. Conceptual understanding can help students increase knowledge, seek and find the concepts to be studied to develop thinking skills (Özmen & Yildrim, 2005). Physics problem-based learning is a technique offered today to stimulate thinking skills and encourage students to learn actively.…”