Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice

Research studies have acknowledged the roles of constructing teachers’ identity in early stage for novice teachers. Before entering the real context, novice teachers have formed their professional identity based on their experiences. However, due to the reality shock and different cultural context,...

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Autores principales:	Agnes Riska Pravita, Paulus Kuswandono
Formato:	article
Lenguaje:	EN
Publicado:	Program Studi Pendidikan Bahasa Inggris Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Palopo 2021
Materias:	community of practice english novice teachers teachers’ identity transformation Islam BP1-253 Social Sciences H Science Q Education (General) L7-991
Acceso en línea:	https://doaj.org/article/e54f8c0e684b465e817af164d4d5e580
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spelling	oai:doaj.org-article:e54f8c0e684b465e817af164d4d5e5802021-11-30T23:58:03ZExploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice2338-47782548-419210.24256/ideas.v9i1.1865https://doaj.org/article/e54f8c0e684b465e817af164d4d5e5802021-06-01T00:00:00Zhttps://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1865https://doaj.org/toc/2338-4778https://doaj.org/toc/2548-4192Research studies have acknowledged the roles of constructing teachers’ identity in early stage for novice teachers. Before entering the real context, novice teachers have formed their professional identity based on their experiences. However, due to the reality shock and different cultural context, transforming into professional identity stage can pose enormous challenge. The challenge has become more serious as the efforts are not supported by sufficient studies and references focusing on the contribution of Community of Practice (CoP) to their identity transformation in Indonesia. Thus, this study aims to explore the English novice teachers’ identity transformation and contribution of CoP to their identity transformation. This research employed a qualitative study. Imagined and practiced identity transformation theory and CoP theory were used to gather the data by conducting interview to three English novice teachers having been teaching for less than two years. The researcher employed selective coding in analyzing the data. It was found that the three participants transformed their imagined identity into practiced identity and CoP contributed to their identity transformation. Thus, teacher education program should prepare student teachers by exposing them to the real context. Further, the schools are urged to set regulations and habits to facilitate novice teachers to adapt with the new social context.Agnes Riska PravitaPaulus KuswandonoProgram Studi Pendidikan Bahasa Inggris Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Palopoarticlecommunity of practiceenglish novice teachersteachers’ identity transformationIslamBP1-253Social SciencesHScienceQEducation (General)L7-991ENIdeas, Vol 9, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	community of practice english novice teachers teachers’ identity transformation Islam BP1-253 Social Sciences H Science Q Education (General) L7-991
spellingShingle	community of practice english novice teachers teachers’ identity transformation Islam BP1-253 Social Sciences H Science Q Education (General) L7-991 Agnes Riska Pravita Paulus Kuswandono Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
description	Research studies have acknowledged the roles of constructing teachers’ identity in early stage for novice teachers. Before entering the real context, novice teachers have formed their professional identity based on their experiences. However, due to the reality shock and different cultural context, transforming into professional identity stage can pose enormous challenge. The challenge has become more serious as the efforts are not supported by sufficient studies and references focusing on the contribution of Community of Practice (CoP) to their identity transformation in Indonesia. Thus, this study aims to explore the English novice teachers’ identity transformation and contribution of CoP to their identity transformation. This research employed a qualitative study. Imagined and practiced identity transformation theory and CoP theory were used to gather the data by conducting interview to three English novice teachers having been teaching for less than two years. The researcher employed selective coding in analyzing the data. It was found that the three participants transformed their imagined identity into practiced identity and CoP contributed to their identity transformation. Thus, teacher education program should prepare student teachers by exposing them to the real context. Further, the schools are urged to set regulations and habits to facilitate novice teachers to adapt with the new social context.
format	article
author	Agnes Riska Pravita Paulus Kuswandono
author_facet	Agnes Riska Pravita Paulus Kuswandono
author_sort	Agnes Riska Pravita
title	Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
title_short	Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
title_full	Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
title_fullStr	Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
title_full_unstemmed	Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
title_sort	exploring english novice teachers’ identity transformation influenced by community of practice
publisher	Program Studi Pendidikan Bahasa Inggris Jurusan Tarbiyah Sekolah Tinggi Agama Islam Negeri (STAIN) Palopo
publishDate	2021
url	https://doaj.org/article/e54f8c0e684b465e817af164d4d5e580
work_keys_str_mv	AT agnesriskapravita exploringenglishnoviceteachersidentitytransformationinfluencedbycommunityofpractice AT pauluskuswandono exploringenglishnoviceteachersidentitytransformationinfluencedbycommunityofpractice
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Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice

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