Student Teachers’ Initial Professional Identity: A Case in an EFL Teacher Education Program

Oct 15, 2026

Upload by Kurz

Student teachers enter teacher education with established values, beliefs, and knowledge about teaching, yet limited evidence explains which resources shape their initial professional identity, especially in Indonesia’s first-year EFL teacher education programs. This case study investigates 23 first-year Indonesian student teachers using Esteban Guitart’s Funds of Identity theory, with data collected via narratives, significant circles, self-portrait drawings, and interviews, then analyzed through content and thematic analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Student Teachers’ Professional Identity

Understanding Initial Professional Identity

Case Study Method and Findings

Student Teachers’ Initial Professional Identity: A Case in an EFL Teacher Education Program Uun Muhaji Universitas Pendidikan Indonesia, West Java, Indonesia Universitas PGRI Kanjuruhan Malang, East Java, Indonesia Didi Sukyadi Universitas Pendidikan Indonesia, West Java, Indonesia Ahmad Bukhori Muslim Universitas Pendidikan Indonesia, West Java, Indonesia Abstract: Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in the context of Indonesia. This case study examines the initial professional identity of 23 first-year Indonesian student teachers in an English as a Foreign Language Teacher Education Program (EFLTEP) in Indonesia. Utilizing Esteban Guitart's Funds of Identity theory, data were collected through participants' narratives via significant circles, self-portrait drawings and interviews. Data were analysed using content analysis and thematic analysis. The findings reveal two identity-shaping trends (significant others, religion, and positive values; past experiences) and three identity portrayals (motivated-self, role-model teacher, and aspiring teacher). The study offers operational insights for teacher education in Indonesia and methodological considerations for studying professional identity. Keywords: initial professional identity, student teachers, funds of identity, EFL teacher education program Introduction Teacher education programs play a critical role not only in developing student teachers’knowledge and skills related to their future profession as a teacher, but also in their professional identity as an educator (Yazan, 2017). In relation to this, professional identity has been emphasized as a critical study both in the field of education in general and teacher education field in particular (Beijaard et al., 2004; Richards, 2021; Yazan, 2018). Teacher identity is regarded as a central element in the process of becoming a teacher and an inseparable component of the teacher learning journey (Richards, 2021). In this case, the process of developing or (re)constructing professional identity as a future educator in a teacher education program is considered a complex undertaking and a critical journey for a teacher candidate. Having a better understanding on the factors shaping student teachers’ professional identity (re)construction is thus pivotal (Banegas et al., 2021) . Student teachers’ professional identity formation is, however, not only influenced by their learning to teach journey in teacher education program but also their previous lived experiences. Studies reported that student teachers’ former experiences become the influencing factors of their professional identity development at the later stages of their professional growth (Hahl & Mikulec, 2018; Le Huu Nghia & Ngoc Tai, 2017; Yazan, 2018) . Upon starting their study, student teachers have preliminarily formed their initial professional identity; their early values, beliefs, and knowledge regarding teaching profession (Olsen, 2016; Yazan, 2018). Being conversant with this rudimentary yet essential professional identity is pivotal for not only the student teachers but also teacher educators geared towards the betterment in facilitating student teachers’ professional growth during pre-service education. Understanding first-year student teachers’ initial professional identity provides insight into what they bring to the EFL teacher education program (EFLTEP) . This information helps teacher educators better facilitate their professional growth. This embryonic identity is shaped by individual and social factors from their past experiences (Banegas et al., 2021), becoming key resources for their pro

FAQs

What is the main focus of the case study?

The case study examines how 23 first-year Indonesian student teachers in an EFL teacher education program depict their initial professional identity.

Which theoretical framework guides the analysis?

The study uses Esteban Guitart’s Funds of Identity theory to interpret identity-shaping resources.

How were the data collected and analyzed?

Data were collected through participants’ narratives, significant circles, self-portrait drawings, and interviews, then analyzed using content analysis and thematic analysis.

Oct 15, 2026

Upload by Kurz