Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School

Florida, Nancy Agatha; Mbato, Concilianus Laos

doi:10.23887/jere.v4i1.23959

Cited by 8 publications

(12 citation statements)

References 12 publications

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“…While the ultimate term talks more about the tangible results obtained by the teachers who have already possessed a higher level of resilience such as fully professional development, a stronger commitment to their works, great teaching passion, big pleasure, and laudable personalities. Florida and Mbato (2020) discovered that it is essential for both novice and experienced teachers to possess a higher degree of resilience while facing with many kinds of impediments in their teaching vocation in order to develop their professional identities to the utmost levels. Lomi and Mbato (2020) found that limited access of teaching facilities, teaching supports, and trainings will bring negative impacts on the teachers' resilient in promoting better learning processes for the students in a rural area.…”

Section: The Importance Of Resilience To Preserve Identitymentioning

confidence: 99%

“…They suggested that current educational programs for novice teachers should be continuously reformed in correspond with nowadays educational contexts in order to prepare them to be more professional educators in the future. Florida and Mbato (2020) also proposed the urgent need for the teachers to conduct more profound critical reflections after doing their teaching practices in order to help them to be more mindful and critical in determining further teaching actions.…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers

Wijaya

Mbato

2020

JET

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To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments i.e., classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.

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Section: The Importance Of Resilience To Preserve Identitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers

Wijaya

Mbato

2020

JET

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“…For instance inadequate teaching resources, facilities or government support. Those factors happen in rural areas of Indonesia (Nurwidodo, Husamah, Rahardjanto, Mas'odi, & Mufrihah, 2017;Lomi & Mbato, 2020;Florida & Mbato, 2020). Study conducted by Nurwidodo, et al (2017) reveals that teachers in rural area are resilience to cope with insufficient situation.…”

Section: Introductionmentioning

confidence: 99%

Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers

Diasti

2021

Scholaria

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Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings showed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Despite feeling stress, EFL novice teachers demonstrated their abilities to cope with the circumstances. The participants elaborated how they cope with the situations as well as how stress factors influenced their identity as teachers. This study provides some suggestions for future researchers and EFL novice teachers.

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“…Meanwhile, some recent studies have reported related issues such as English teachers' vulnerability, critical incidents, attrition and the struggles faced by the novice teachers in Indonesian rural areas that may influence their perception in teaching (Florida & Mbato, 2020;Kharismawan & Mbato, 2020;Lomi & Mbato, 2020;Putri & Kuswandono, 2020). Many novice teachers particularly those working in the rural areas face imminent struggles to stay in the profession (Lomi & Mbato, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Many novice teachers particularly those working in the rural areas face imminent struggles to stay in the profession (Lomi & Mbato, 2020). In addition, many novice and experienced teachers may face burn out as the result of hard task demands (see Florida & Mbato, 2020;Kharismawan & Mbato, 2020). One may assume that pre-service teachers' beliefs and expectations about the task returns as provided by the governmental policies could stimulate positive perceptions, and make them believe that teaching is their destined career.…”

Section: Introductionmentioning

confidence: 99%

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

Lomi

Mbato

2021

J. Eng. Foreign. Lang.

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Teaching is one of the fundamental professions in society. Pre-service English teachers’ perceptions and motivations may significantly influence their career decision-making to enter the profession. This study aimed to investigate pre-service English teachers’ perceptions and motivations to enter the teaching profession. It employed mixed-method research with questionnaire and interview as the instruments to collect data. The respondents were 44 pre-service English teachers from an English Teacher Education Department of a well-known university, in East Nusa Tenggara Province, Indonesia. Results showed that the students had various perceptions regarding the teaching profession and most of them were altruistically motivated to be teachers in the future. The current study offers two important implications. First, since perceptions and motivations to enter the teaching profession are not fixed and may be influenced by the students’ family, environment, and study program, building positive perceptions and motivations should be an integrated element of the teacher education curriculum. Second, graduating students need strong support from the family, environment, and the government to maintain positive perceptions and motivations about the profession.

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Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School

Cited by 8 publications

References 12 publications

Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers

Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers

Constructing Professional Identity: Investigating Stress Factors and Resilience Experienced by EFL Novice Teachers

Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession

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