REVISITING LANGUAGE TEACHER COMPETENCE AS THE FOUNDATION OF PROFESSIONAL IDENTITY: INSIGHT FROM ENGLISH STUDENT-TEACHERS INTERNATIONAL TEACHING PRACTICUM EXPERIENCE

Hidayati, Hidayati (2025) REVISITING LANGUAGE TEACHER COMPETENCE AS THE FOUNDATION OF PROFESSIONAL IDENTITY: INSIGHT FROM ENGLISH STUDENT-TEACHERS INTERNATIONAL TEACHING PRACTICUM EXPERIENCE. S3 thesis, Universitas Jambi.

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Abstract

In the global landscape of language education, English proficiency has become increasingly critical, particularly in foreign language contexts like Indonesia. This dissertation examines the transformative potential of international teaching practicums through an in-depth investigation of two EFL student-teachers' experiences in the SEA Teacher program. Employing a multi-method qualitative approach, the research systematically explored the complex process of professional identity development among English language student-teachers. Through comprehensive data collection, including interviews, reflective journals, lesson plans, and mentors' evaluations, the study delved into three primary research questions focusing on language teacher competence, skill acquisition, and identity formation. The findings reveal nuanced pathways of professional identity construction. The first participant, Kiana, demonstrated a transformative journey characterized by continuous self-reflection and proactive professional growth. In contrast, Windy's experience reflected a more fragmented professional identity, driven by instrumental career considerations and partial engagement with the teaching profession. New insight and skill acquisition emerged as critical dimensions of the practicum experience. Kiana developed advanced pedagogical competencies, including sophisticated classroom management strategies and innovative material development. Windy, meanwhile, enhanced her adaptive communication skills and cross-cultural competencies. Two pivotal experiences— confronting self-doubt during classroom observations and engaging in independent lesson planning—emerged as significant identity-shaping moments. The research introduces a Model of EFL Student-Teacher Preparation for Teaching English in International Context. This study contributes meaningfully to understanding professional identity development in English language teacher education, offering insights into the complex interplay between personal experiences, professional training, and identity transformation in international teaching practicums.

Type:	Thesis (S3)
Subjects:	L Education > L Education (General)
Depositing User:	Hidayati
Date Deposited:	24 Jun 2025 04:41
Last Modified:	24 Jun 2025 04:41
URI:	https://repository.unja.ac.id/id/eprint/80290

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