Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

Abstract

This study is intended to determine the self-concept of English Foreign Language (EFL) Pre-service Teachers. The self-concept used in this study was adapted from the selfconcept of Burns, (1982) and the Teachers' Competence of Indonesia Government Regulation no. 19 article 28 (2005). The self-concept is divided into three aspects: academic self-concept, which is comprised of pedagogic and professional selfconcept, social self-concept, and emotional self-concept. The data was collected through the five Likert-scale of closed-ended questionnaire. The questionnaire contains thirty items which represent the aspects of self-concept. The questionnaire was distributed to fifty participants of a pre

Self-concept of EFL preservice teachers as reflected in their teaching performance

“…In relation to the research paradigm employed in the previous studies mentioned above, especially about teacher and preservice teacher selfconcept, most of the above-mentioned studies were done quantitatively and only a few studies were done in the qualitative paradigm. To name a few, only research was done by Alagozlu (2016); Dobbins (1996); Rachmawati et al (2017); Yilmaz (2018) which used a qualitative approach. Furthermore, only the studies conducted by Alagozlu (2016); Rachmawati et al (2017); Yilmaz (2018) focused on EFL preservice teacher self-concept.…”

“…To name a few, only research was done by Alagozlu (2016); Dobbins (1996); Rachmawati et al (2017); Yilmaz (2018) which used a qualitative approach. Furthermore, only the studies conducted by Alagozlu (2016); Rachmawati et al (2017); Yilmaz (2018) focused on EFL preservice teacher self-concept. Alagozlu's (2016) study was concerned with the professional selfconcept of EFL teachers.…”

“…A plethora of research has explored issues of selfconcept in the educational field. Some of the research focused on the self-concept of teachers in general (Burns, 1989), preservice teacher self-concept in practicum (Dobbins, 1996), the connection between self-concept and academic achievement (Huang, 2011), self-concept and academic motivation (Berg & Coetzee, 2014;Kulakow, 2020), teachers' selfconcept and emotions (Lohbeck et al, 2018), teacher support and self-concept (Ma et al, 2021;Paulick et al, 2016), preservice EFL teachers' self-concept (Alagozlu, 2016;Rachmawati et al, 2017), and the relationship of teacher self-concept and teacher burnout (Zhu et al, 2018). Those studies implied significant roles of self-concept to teachers, students, and the teaching and learning process.…”

“…However, little attention has been paid to the analysis of EFL pre-service teacher self-concept. To name a few Rachmawati, et al (2017) and Yilmaz (2018) focused on the issue. Both studies suggested the necessity of assisting the EFL teachers to have a not only positive but realistic self-concept.…”

ELT Students’ Perceptions of Classroom Management during Teaching Practice: Difficulties and Solutions

“…According to Law No.14 (2005) on Teachers and Lecturers and PP 74 in 2008, the government has formulated four types of teacher competence as listed in the explanation of government regulation No.19 of 2005 on national education standards, namely: Pedagogical, Personality, Professional and Social Competence. Professional competence requires the mastery of teaching materials by teachers that enables them to direct students to fulfill National Standard Competence and actively participate in professional activities such as conferences, seminars, and self-development (Rachmawati, 2017). Personal competence is related to personal qualities that reflect a mature and stable personality, such as wisdom and religious attitudes.…”