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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.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nUniversitas Pendidikan Indonesia, West Java, Indonesia  \nUniversitas PGRI Kanjuruhan Malang, East Java, Indonesia  \nDidi Sukyadi  \nUniversitas Pendidikan Indonesia, West Java, Indonesia  \nAhmad Bukhori Muslim  \nUniversitas Pendidikan Indonesia, West Java, Indonesia  \nAbstract: Student teachers enter teacher education programs with  \nexisting values, beliefs, and knowledge about teaching. However, little  \nis known about the significant resources that shape this initial  \nprofessional identity. Additionally, there is a lack of understanding  \nregarding how first-year student teachers depict their initial  \nprofessional identity in the context of Indonesia. This case study  \nexamines the initial professional identity of 23 first-year Indonesian  \nstudent teachers in an English as a Foreign Language Teacher  \nEducation Program (EFLTEP) in Indonesia. Utilizing Esteban  \nGuitart's Funds of Identity theory, data were collected through  \nparticipants' narratives via significant circles, self-portrait drawings  \nand interviews. Data were analysed using content analysis and  \nthematic analysis. The findings reveal two identity-shaping trends  \n(significant others, religion, and positive values; past experiences)  \nand three identity portrayals (motivated-self, role-model teacher, and  \naspiring teacher). The study offers operational insights for teacher  \neducation in Indonesia and methodological considerations for  \nstudying professional identity.  \nKeywords: initial professional identity, student teachers, funds of identity, EFL teacher education program  \nIntroduction  \nTeacher 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  \n(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) .  \nStudent 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.  \nUnderstanding 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","cbCaikw0aSg8c2yD","https://ap.wps.com/l/cbCaikw0aSg8c2yD","pdf",897143,22,"English","# Introduction\n## Student Teachers’ Professional Identity\n## Understanding Initial Professional Identity\n## Case Study Method and Findings","[{\"question\":\"What is the main focus of the case study?\",\"answer\":\"The case study examines how 23 first-year Indonesian student teachers in an EFL teacher education program depict their initial professional identity.\"},{\"question\":\"Which theoretical framework guides the analysis?\",\"answer\":\"The study uses Esteban Guitart’s Funds of Identity theory to interpret identity-shaping resources.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected through participants’ narratives, significant circles, self-portrait drawings, and interviews, then analyzed using content analysis and thematic analysis.\"}]","Student Teachers’ Initial Professional Identity: A Case in an EFL Teacher Education Program | PDF",1792078680,55]