Promoting Professional Identity among Pre-Service English Teachers through Teacher Camps

Autor/inn/en	Hidarto, Anderson; Christine, Chindy
Titel	Promoting Professional Identity among Pre-Service English Teachers through Teacher Camps
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 32 (2021) 2, S.214-242 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v32i2/214-242
Schlagwörter	Professional Identity; Preservice Teachers; English (Second Language); Language Teachers; Camps; Preservice Teacher Education; Program Effectiveness; Foreign Countries; Teacher Education Programs; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Ausland; Indonesien
Abstract	With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants' perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01