Last modified: 2021-09-17
Abstract
Using the lens of liminality theory, this paper intends to explore the experience of an Indonesian EFL (English as a Foreign Language) teacher’s identity reconstruction while attending Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE) and adopting new identities as a teacher-student hybrid in the process of becoming a certified EFL teacher. The data were collected from two interviews with Olga (a pseudonym) and her reflective writings. The findings reveal that Olga benefited from her being a teacher-student hybrid in that it lent her an opportunity to develop herself in the aspects of learning, cognition, emotion and agency. It implies that improving the quality TPE will better support teachers’ professional identity development.
Affiliation: Swinburne University of Technology Sarawak Campus, Sarawak, Malaysia
Email: cprabandari@swinburne.edu.my