Definition of Identity Identity

13 Table 2.1 Classification of Social Cognition Social cognition classification Characteristics Rule-based The identities are designated according to the professional rules and regulations that have to be fulfilled by the teachers. Cue-based The identities are formed by considering some demonstrated cues that lead the teachers to this classification. Exemplar-based The identities are adjusted with the examples that the teachers see and consider as good examples. Schema-based The identities are formed by required norms in a certain cultural context. Furthermore, Xu 2013 also categorizes the imagined professional identity into three categories. They are language expert, learning facilitator, and spiritual guide. The following section discusses these categories. 1 Language Expert According to Xu 2013, a language expert is one of the identity categories that focuses on teachers’ content knowledge and teaching pedagogy. In this particular context, Xu notes that a language expert’s goal is focused on the teaching specific content to students by considering himself or herself as the main source of knowledge. Specifically, a language expert solely determines the goals, outcomes, methods of instruction, and evaluation of the class with little or no input from the students. In other words, the teacher is the only authority in the classroom. Furthermore, Xu 2013 also mentions the other characteristics of a language expert. As a language expert, the pre-service teacher can teach with good English 14 grammar and fluent in speaking. Moreover, they are able to speak English well and fluently. In brief, it can be concluded that a language expert focuses more on students’ great understanding of the material by considering herself or himself as the main source of knowledge. 2 Learning Facilitator The next category is learning facilitator. Xu 2013 states that this category refers to the pre-service teacher who focuses on the stude nts’ learning process and becoming a facilitator in the teaching learning process. In this case, a learning facilitator believes that teaching is more on giving students opportunity to undergo the process and get full assistance from the teacher. In a addition, as a learning facilitator, Xu emphasizes that a teacher can create a two-way learning condition because learning is not only from a teacher as the main source of knowledge. Specifically, a teacher as a learning facilitator commonly applies learner center practice. In accordance to this, Iswandari 2016 also argues that a learning facilitator is often considered as a students’ friend. Furthermore, McCombs, Daniels and Perry 2008 also state that a teacher as a learning facilitator includes students in educational decision making, respects and encourages their diverse perspectives, and treat students as partners in the teaching and learning process. Additionally, Clapper 2009 states that being a learning facilitator means that strategies and activities brings the students to accomplish the learning objectives. Similar with Clapper 2009, Harden 2000 also argues that a teacher as a learning facilitator facilitates the learning process rather than acts simply as an information provider. In relation to this, a teacher as a learning facilitator will surely