4th ICONELT PRESENTATION- RISCA DWI ANGGRAINI

Authors
1. Risca Dwi Anggraini
2. Irma Soraya

Abstract:
Professional identity represents the type of self-esteem and self in which validation of students' well-being and learning capacities directs teachers’ skills and beliefs. teacher professional identity relates to the teacher's beliefs about their roles that they bring into the classroom. However, teacher professional identity is not a direct process, it needs a long journey to developed the teacher professionalism. Therefore, teacher preparation program offered English pre-service teacher (PST) to participated in internship program. The internship program possibility transformed their professional assumptions and expectations that is a crucial in determine their roles during teaching process. The internship program's diverse and dynamic setting allows pre-service teachers to adapt efficiently to the numerous challenges and uncertainties they encounter, ultimately enhancing their ability to cope with adversity. This study aimed to explore what is the reflection of English pre-service teacher to construct professional identity during internship program. This qualitative study employed document analysis and structured interviews as instruments for data collection. The results of this study were analysed using the theory of Lamote and Engels, in particular, professional orientation as one of dimension teacher professional identity. The findings indicated that during internship program, PST met with the essential factors of professional identity construction. The aspect involved, teaching need, student need, teaching collaboration and innovation, teacher professional behaviour, classroom need, classroom management and awareness of new learning activities. Moreover, during internship program, PST stimulated new beliefs and opinion regarding teaching task that strength their sense of professional identity.