The Implementation of an English Teacher’s Identity

Abstract

In recent years, identity has become a critical factor in teacher training as this affects the teaching practice in the classroom. However, many teachers remain confused about their identity as teachers, as persons, and as professionals who may lead to an identity crisis. This narrative study aims to discover how teachers implement their identity as a teacher in a classroom. It is employed in one of the Islamic schools in Indonesia. Interview data revealed that the teacher constructed three facets of the teacher's identity: teacher-student relation, professionalism, and religious beliefs based on Johnston's framework. It showed that a teacher's identity is undoubtedly influenced by teachers' religious beliefs and social values, which affects the way the teacher teaches. Due to the teaching experience, there is no identity crisis and difficulties in implementing the identity. The teacher can distinguish his role as a teacher and as an individual. Findings also showed that recognizing teachers' identity allows them to empower and expand and challenge their experiences and beliefs. Thus, this study suggests teacher educators continually promote teacher identity development. Finally, future research can explore the teacher identity in a broader range with students' variety backgrounds.