7
3. EFL English as Foreign Language
According to Verplaetse Migliacci 2008, EFL students are students who are studying English in a country where English is not the primary language
as cited in Jackson, 2015, p. 20. In line with the statement, the researcher states in this research that EFL refers to the condition where English is not the primary
language. Further, the research is conducted in Indonesia where English is still considered as not the primary language.
4. EFL Pre-Service Teachers
Considering that the definition of pre-service teachers and EFL have been stated above, the researcher defines EFL pre-service teachers as college students of
English Language Teaching department who involved with school-based field experience in a country where English is not the primary language. In this research,
EFL Pre-Service Teachers refer to ELESP students from batch 2013 who have taken their Pre-Service Teaching Program in School PPL at university-partner schools
during their 7
th
semester, around July to December 2016.
5. Identity
According to Beijaard, Meijer, Verloop 2004, “identity is not something
one has, but something that develops during one’s whole life” p. 107. Further,
Gee 2001 also defines identity as an ongoing process where a person is recognizing himself in a given context. Therefore, identity can be defined as how a
person views himself, which is on going, during a certain moment based on his beliefs, behaviors, or roles that he is or has been doing.
8
6. Professional Identity of Teacher
Beijaard, Verloop, Vermunt 2000 defines the professional identity as how someone see himself based on his profession, which affects his beliefs,
behaviors, and roles toward the profession itself. Further, related to the professional identity of teacher, Beijaard, Meijer, Verloop 2004 defines it as the concept or
image of self which determine a teacher in behaving toward his profession. It can affect on how the teacher develops, teaches, and gives responses toward the
educational conditions changes and updates.
7. Professional Identity Tensions of Teacher
According to Pillen et al. 2013, professional identity tensions of teacher are the struggles between the teacher as a person and the teacher as a professional
regarding undesirable situation. In this research, professional identity tensions refer to the struggles that are faced by ELESP pre-service teachers during pre-service
teaching program in school. Those struggles are related to their practices as a teacher in school, such as; the struggle in changing the role from a student to a
teacher, the struggle in matching self-beliefs of teacher as profession with the social, academical, characteristic, and demands of the school.
9
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter is divided into two major parts, namely the theoretical description and the theoretical framework. The theoretical description will present
theories about the EFL pre-service teachers professional identity, the EFL pre- service teachers professional identity tensions, and the EFL pre-service teachers
strategies to overcome professional identity tensions. Theoretical framework provides information about why and how those theories are applied in order to
answer the problems of the study.
A. Theoretical Description
This section presents theoretical description from the theories which will be employed to answer the problems of the study. The first part presents the theories
about professional identity of pre-service teachers PSTs. The second part presents the theories about pre-service teachers professional identity tensions. The last part
presents the theories about the strategies of pre-service teacher to overcome professional identity tensions.
1. EFL Pre-Service Teachers Professional Identity
Teachers professional identity is the way that teachers, both individually and collectively, view and understand themselves as teachers Mockler, 2011. It
means that a teacher forms the professional identity from within, such as their beliefs about teaching and learning methods, materials, and also from the
influence of the teachers life environment outside teacher-self, such as working PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Kategori