Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers

Abstract

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.

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

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Transmitting Reflective Teaching Practice Into Indonesian Efl Educators’ Professional Journeys

“…Wijaya (2021) highly recommended that Indonesian EFL teachers progressively transform into more resilient educators amidst the taxing educational obstacles they are currently confronting as they channel their energy, commitment, and endeavor to their teaching vocation. Mbato and Wijaya (2020) strongly advocated for pre-service Indonesian EFL teachers to establish, nurture, and reinforce their genuine identities as compassionate educators to enable them to become agents of change willing to advance all educational qualities. Yumarnamto (2019) found that a vast majority of Indonesian EFL teachers could continually promote a more positively-sound learning atmosphere where all learners' target language competencies can be fostered to the utmost level as extensive moral support and supportive working climates are imparted by their educational institutions.…”

Capacidades docentes que mejoran el desarrollo integral del alumno en la FCAT-UAT

“…Anderson (2019); respecto al buen manejo de competencias blandasMartin (2019) las menciona como importantes lo mismo queHaddad & Marx (2018); por su parteDonia, O'Neill & Brutus (2018) mencionan la importancia del dominio del trabajo en equipo junto conVogler et al (2018); ademásFrancis et al (2018) especifican la importancia del apoyo y soporte, en sus circunstancias, para su familia lo que confirmanSpengler et al (2018); la capacidad de asimilar errores y trascender lo mencionan Gamble & Crouse (2020) así como Russell, Smith, & Larsen (2020) que especifican este elemento como parte del éxito de los estudiantes; también la buena vocación profesional resulta interesante en los universitarios como lo estudianStebleton & Diamond (2018) yMbato & Wijaya (2020) como parte del éxito integral de los mismos; por último los jóvenes deben manifestar una mejora en sus relaciones intrapersonales,Henry & Thorsen (2018) lo menciona con aspectos como la empatía y buenas amistades, mientras que Morina (2019) lo lleva al punto de las relaciones de pareja como parte de las emociones y motivaciones de los estudiantes.Referente a las características personales del docente Burnham, Le & Piedmont (…”