10 identity as how someone describes himself or herself to himself or herself and to
other people. Additionally, identity involves an ongoing process. In relation to this, Lasky 2005 also states that identity is gradually formed and shaped over the
process. In brief, it can be concluded that identity is self-understanding that defines who someone is. Further, identity also involves an ongoing process of incorporating
someone with his or her profession.
b. EFL Pre-service Teachers’ Identity
Learning and teaching a language to students at the same time is not easy. This is what EFL pre-service teachers should do while they are doing their job as a
teacher. In relation to this, Hamerness, Darling-Hammond, Grossman, Rust, and Shulman 2005 state that becoming a EFL teacher is complex. In addition, it is
because English is considered as a foreign language in Indonesia. Consequently, in order to be an English teacher, pre-service teachers should learn the language and
know how to teach the language as English is not the first language in Indonesia. After learning the theories of the language, the pre-service teachers need
time to practice their knowledge in the real school setting. According to Luebbers 2010, the teaching practice program is believed to provide pre-service teachers
with new and different ways of teaching a foreign language. Moreover, this program also makes them as prospective foreign language teachers. Besides, pre-
service teachers view themselves as professionals determine how they feel about themselves as teachers in the classroom Hong, 2010; Mahan, 2010. From this
perspective, it is clear that teaching practice program plays an important role in constructing pre-
service teachers’ professional identity.
11 While they are in the learning process which prepares them as future
teachers, however, pre-service teachers are always in a state of becoming a teacher Danielewicz, 2001. In this process of becoming a teacher, the pre-service teacher
may construct new identity or transform her or his identity, adapt personal understandings to realities, and decide how to express herself or himself in
classroom activity Rodgers Scott, 2008. Besides, in defining pre-service teachers’ identity, Gee 2000 emphasizes that identity is related to what pre-service
teachers believe about who a teacher is. Furthermore, Gee clearly states that what pre-service teachers believe about who a teacher is is connected with how a teacher
acts. In relation to this, Beijaard et al. 2000 also define that analyzing what pre- service teachers believe about what a teacher does is lens in observing pre-service
teachers’ identity. Hence, from this perspective, it can be concluded that EFL pre- service teachers need time to practice the knowledge or the theory they have gotten
during the courses. Furthermore, this teaching practice program helps them develop their professional identity as teachers, although they are still in the state of
becoming a teacher.
2. Pre-service Teachers’ Identity Transformation
While the pre-service teachers are in the process which prepares them as future teachers, they are always in a state of becoming a teacher Danielewicz,
2001. As mentioned previously, Rodger Scoot 2008 argues that pre-service teacher may construct new identity or transform her or his identity, adapt personal
understandings to realities, and decide how to express herself or himself in classroom activity during this teaching practice program. Thus, this section will
