Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation: Evidence From an Indonesian University

Abstract

This study aims to explore the initial motivations of pre-service teachers to enroll in a teacher education program and investigate how the teaching practice within the program contributes to the development of their professional identity. The research was conducted as a case study within the English Teacher Education Department (ETED) at a university in Indonesia. A qualitative approach was employed, and data were collected through written narratives and semi-structured telephone interviews. The findings reveal that pre-service teacher’ initial motivations to pursue studies at ETED can be categorized into eight distinct factors: personal interest in teaching and English, social influences, personal ability, the desire to make a social contribution, sufficient time for family, interest in working with children or young learners, prior learning experiences, and engaging in role-playing as a teacher during childhood. Additionally, the teaching practice component of the program plays a significant role in shaping the pre-service teachers’ professional identity by enhancing their confidence, providing insights into the responsibilities of English teachers, strengthening their motivation to pursue teaching careers, and deepening their understanding of the qualities and skills required to be an effective English teacher. This study suggests that by considering the initial motivations of students, offering personalized support, and incorporating supplementary activities that address practical aspects of the teaching profession, the ETED can enhance the overall learning experience and better equip student teachers for their future roles as English teachers.

Introduction

In the initial year of a teaching career, many educators may encounter a stage of disillusionment where they experience a decline in their motivation and start questioning their proficiency and dedication to their chosen vocation (Wilcoxen et al., 2019), which may lead to attrition. As Struyven and Vanthournout (2014) point out, teachers’ attrition frequently occurs in the early years of teaching due to several factors including unclear career prospects and the level of qualification required for teaching. This phenomenon can evolve into a significant issue if proactive measures are not implemented to address it. Kelchtermans (2017) points out that the attrition underwent by teachers can be prevented during the journey of pre-service teachers in the teacher preparation program. The education pursued by student teachers prior to their actual teaching is an essential stage to construct teachers’ identity (Li, 2022). Teachers’ identity plays a significant role in their career as it may make teachers stay longer in their profession when they feel comfortable and confident in becoming a teacher (Izadinia, 2015). The ability to articulate one’s identity as a teacher also plays a crucial role in enabling educators to navigate challenges throughout their career (Abednia, 2015). This is because teachers may reconsider their commitments and motives that initially led them to choose this profession. If the attrition of the teachers still occurs, the number of teachers will decrease. Thus, gaining a comprehensive understanding of the factors that attract teachers to the profession is significant (Dornyei & Kubanyiova, 2014).

This study aims to investigate the initial motivations of student teachers who choose to pursue their education in the English Teacher Education Department (ETED) at a university in Indonesia, and explore how the teaching practice shape the student teachers’ identity formation. The initial motivation refers to the early commitments that instigate the enthusiasm of student teachers to undertake their studies at the ETED. Moreover, after understanding the initial reason to be an English teacher, this study further investigates the potential impact of teaching practice on the pre-service teacher identity formation. It is important to note that, within the scope of this study, the teaching practice specifically refers to the micro-teaching practice undertaken by student teachers as part of their teacher education program.

While numerous studies have already been conducted on the initial motivations and willingness of teachers to enter the teaching profession (e.g., Bergmark et al., 2018; Wang & Houston, 2021; Wang & Wang, 2022), they are all set in developed countries where the education quality seems to be in high levels, such as England, Finland, California, Australia, and Canada. Given the status of English as a foreign language in Indonesia, there is a need for a more intensive focus on English language learning. However, the effectiveness of English language learning may be compromised if the teacher is neglected (Varghese et al., 2005). It is important for government or education stakeholders to understand the self-perception and professional identity of the teacher before understanding the learning process. Therefore, conducting a study to identify the formation of pre-service teacher identity becomes crucial in supporting the success of English language learning in Indonesia. The findings of this study will contribute to the existing body of research on pre-service teachers’ initial motivation and identity formation by providing additional evidence from the Indonesian context. This study aims to address two research questions: 1) What are the initial motivations of pre-service English as a Foreign Language (EFL) teachers’ or EFL student teachers in pursuing their studies in the ETED? 2) How does the teaching practice during the preparation program help them form their teachers’ professional identity?

The Initial Motivation of EFL Teacher

Dornyei and Ushioda (2021) assert that motivation is the driving force behind individuals’ choices and engagement in specific activities. It is through motivation that individuals’ underlying beliefs and reasons for pursuing certain endeavors can be uncovered. Within the context of foreign language teaching, it is often discussed that the motivation of learners in the classroom can be influenced by the motivation of their teachers (Koran, 2015). Students with highly-motivated teachers in the classroom tend to participate actively in the learning process. Heinz (2015) further suggests that the enthusiasm and commitments of becoming a teacher are significant to the development of the teaching and learning quality. This shows that the motivation of teachers can have major effects on the learning process. In addition to the motivation experienced during teaching, Hong et al. (2018) argue that the initial motivation that leads individuals to choose a career in education plays a significant role in the formation of their teacher identity. Hence, there is a need for research focusing on the initial motivations of teachers in pursuing a career in the field of education.

Erten (2014) conducted a study in a Turkish university which revealed that the initial motivation of individuals aspiring to build a career as an English teacher primarily stems from intrinsic factors. These intrinsic motivations revolve around aspects directly associated with the teaching profession itself, including the satisfaction derived from teaching, a genuine interest in the subject matter being taught, or a strong desire to work with children. On the other hand, Koran’s (2015) research, which was also conducted in Turkey, shows that the most important reasons of prospective teachers for attending the teacher education is not only the intrinsic reasons, but also altruistic reasons, in that, it more focuses on the importance of profession for the society. The willingness to contribute to the society’s development is a sort of motives in the altruistic reason. Additionally. Heinz (2015) points out that motivations of becoming an English teacher could be triggered by altruistic, intrinsic, and extrinsic reasons, such as the personal mission, social responsibilities, and the interest in the subject they teach.

The initial motivation for becoming a teacher encompasses more nuanced factors beyond broad classifications such as intrinsic, extrinsic, and altruistic. Bergmark et al. (2018) highlight that individuals’ motivations to enter the teaching profession can be influenced by their personal experiences as learners. The existence of initial experiences as learners contribute to teachers’ identity as it provides a view about how to become a teacher and what responsibilities that teacher must do during their teaching. The previous learning experience and the relationship they had with the previous teachers also allows student teachers to have insights into how effective teaching and learning is, which later influences their teaching practice (Wang & Wang, 2022). While it is acknowledged that apprenticeship observations during previous studies may offer only a limited perspective on the full range of tasks performed by teachers (Borg, 2003), it is important to recognize that these observations still provide valuable opportunities for student teachers to cultivate their initial self-image as aspiring teachers.

Teacher Identity Formation

Recently, the focus of studies on teacher education is mostly on the teaching methodologies which support the English language learning. Few attentions are given to the area of teacher identity. Varghese et al. (2005) note that to understand the language learning and teaching, we should be more aware of teachers themselves as they play a significant role in determining the success of learning. To know well teachers, it is suggested that we need to have a clear view about teachers, which is called “teacher identity,” not only on their pedagogical skills but also on how they posit themselves as teachers.

According to Norton (2013), identity is defined as “how a person understands his/her relationship to the world, how that relationship is constructed across time and space, and how that person understands possibilities for the future” (p. 5). This definition shows that identity is about the awareness of how individuals associate with their surrounding context. The ability of individuals to see themselves can influence the identity they are negotiating. Also, the concept of identity can affect teachers in their decision making about their teaching practices, the content of their teaching, and the relationship that they make with their students (Izadinia, 2015). Therefore, identity is significant for teachers, especially for pre-service teachers, as it will influence several aspects that the teacher might face during their teaching in the real classroom.

The formation of the teacher identity involves contexts, relationship, stories, and emotion forces (Ticknor, 2014). Context and relationship strongly influence the process of identity formation. An individual might have a different identity in a different context as they have a different rapport with other people in the community (Li, 2022). An identity exists as a result of an engagement or a relational process with others in a particular community (De Costa & Norton, 2017; Yuan, 2019). Therefore, student teachers can possess varying identities based on their socialization context, whether it be within the university or the school where they do their school-based teaching practice.

Apart from context and relationship, stories and emotion are other significant aspects of the teacher identity formation (Song, 2016). A story as a reflection of the past experience is a salient aspect of the teachers’ identity formation (Lee & Schallert, 2016). It may provide an excellent opportunity for teachers to form their identity through their past experience. Meanwhile, emotions can arise from interactions within various groups, including between teachers, between teachers and students, and between teachers and society. These emotions play a crucial role in the formation of teacher identity, as the emotions experienced by teachers can significantly impact their professional conduct (Benesch, 2017; Li & Rawal, 2018).

Teaching Practice in Second Language Teacher Education

The profession of teaching is known for its demanding nature. Keay et al. (2019) emphasize that being a teacher entails complexity, not only due to the inherent dedication and effort it requires but also because of the substantial workload associated with the role. Moreover, teachers hold a pivotal position within a nation, as the quality of teaching in a country directly influences its overall educational standards (Hiebert & Stigler, 2017). Therefore, it is essential that prior to being teachers, student teachers need to attend the teacher preparation program to help them adapt with the profession and improve their teaching skills. Future language teachers, therefore, are demanded to undergo language teacher education so that they understand how to be second/foreign language teachers.

The process of learning to teach during the teacher education program brings several impacts (Wolff & De Costa, 2017). Johnson and Golombek (2020) point out that one of the benefits of teacher education is that student teachers have an awareness of how the language is learned and how the setting can influence the teaching process. This can be conducted through the teacher educator’s interference. By letting prospective teachers do reflection during their teaching practice, they will be able to develop their understanding of the language teaching.

During the teacher education, besides acquiring the theoretical framework of how to be a good teacher, prospective teachers have an excellent opportunity to conduct teaching practice, which is well-known as microteaching or practicum. In this stage, student teachers may perform such a “trial” teaching with their peers. By conducting the teaching practice, pre-service teachers have a chance to act as teachers, starting from preparing the lesson until creating the assessment for the students, with the guidance of the teacher educator. The teaching experience will also contribute towards the construction of their teacher identity and personal development (Ai et al., 2022). Although microteaching has been assumed to be unfashionable as it is primarily rooted in the behaviorist theory, it continues to hold significant value for student teachers in terms of understanding teaching concepts (Wright, 2010). The concept of “mimicry and memorisation” (Lightbown & Spada, 2021) during the teaching practice is believed to limit the student teachers’ creativity in teaching. However, practicum offers the prospective teachers to apply most of the language learning theories into their teaching practice (Altalhab et al., 2021). The inclusion of practicum in teacher education programs holds a crucial position in the development of prospective teachers. By engaging in practicum experiences, student teachers are provided with valuable training and preparation before they enter actual classrooms in schools. This practical component allows them to apply their theoretical knowledge in a real teaching environment, gaining hands-on experience and honing their instructional skills.

Methodology

Research Method

This study adopts a qualitative approach, which allows for a deeper exploration of the pre-service teachers’ initial motivation to become English teachers and their experiences during teaching practice. The qualitative method enables the collection of rich and detailed information on these aspects. The data for this study were gathered through written narratives and semi-structured telephone interviews with all participants. Subsequently, the collected data were subjected to qualitative analysis techniques to investigate and address the research questions in a comprehensive manner.

Research Context and Research participants

This study was conducted in ETED in X university in Indonesia. This institution was chosen as the ETED in this university is a newly-established department, having been established less than twenty years ago. As this study is designed to investigate the pre-service EFL teachers’ identity, student teachers and a teacher educator of ETED in X university, who possess valuable and in-depth information related to the research topic, were selected as the participants of the study. The selection of the participants was grounded on the purposeful random sampling. Creswell (2019) highlights that purposeful random sampling offers the opportunity to select participants who are most appropriate for addressing the specific research objectives.

Thirteen student teachers, comprising eleven women and two men, met the criteria to participate in this study. The participants ranged in age from approximately 19 to 23 years old and had no prior teaching experience in English. All of them had completed their practice teaching as part of their third-year study, including the TEFL classes (1 and 2) and micro-teaching module. To ensure the confidentiality and anonymity of the participants, each student teacher was assigned a code from ST1 to ST13 (representing Student Teacher 1 to Student Teacher 13). Additionally, a teacher educator was also involved in the study to provide additional support and insights, complementing the data gathered from the student teachers.

Data Collection Techniques

Data were collected through written narratives and semi-structured telephone interviews. Written narratives were collected exclusively from the student teachers, whereas the semi-structured telephone interviews were conducted with both the student teachers and the teacher educator. The use of autobiographic narratives allows the researcher to collect deeper information from the participants of the study as “they offer insights into people’s private worlds” (Pavlenko, 2007, p. 164). In addition, by using this method, it enables researchers to have a comprehensive understanding of individuals’ experiences since narrative inquiry aims to understand the experiences by adopting the perspective of the individuals who directly engage with them (Barkhuizen, 2014), which can make the data more reliable. Thus, by employing written narratives as a data collection method, this study effectively investigated the initial motivations and experiences encountered by the student teachers. Although it is acknowledged that narratives or biographies may not provide a comprehensive account of all events and activities (Cohen et al., 2017), they do offer valuable insights by concentrating on the specific aspects that the study aims to explore. Moreover, Kelchtermans (2009) also states that narratives are recognized as the most appropriate technique to reveal and understand an intricating phenomenon which forms the teaching process.

The data collection process commenced after the student teachers willingly agreed to participate in the study by completing and signing the agreement form. Accordingly, having received the consent form, a set of questions for the written narrative was sent to their email before proceeding to the semi-structured telephone interview. The written narrative was carried out before the interview to obtain the initial data from the participants. In the written narrative technique, the participants of the study were required to answer a list of questions. The questions focused on exploring the student teachers’ initial motivation to enter the teacher preparation program and how the teaching practice influence their professional identity formation.

Then, a semi-structured telephone interview was applied to obtain more detailed data from both student teachers and the teacher educator. The utilization of a semi-structured interview provided the opportunity to address specific inquiries that were formulated prior to the interview, complementing and expanding upon the information provided in the written narratives. Besides, a semi-structured telephone interview was conducted due to geographical constraints that made face-to-face interviews impractical. The interviews were administered to each student teacher and the teacher educator through WhatsApp audio calls. The approximate duration of the interviews was thirty minutes for student teachers and fifteen minutes for the teacher educator.

Moreover, a structured interview guideline consisting of five questions was developed for this study. The construction of the guideline was informed by the narratives written by the participants, but we also adapted and adjusted the questions based on the participants’ responses, allowing for further exploration and clarification of important points raised by the participants. The questions were designed to primarily explore the student teachers’ motivations for entering the initial teacher preparation program and their experiences during the teaching practice.

Data Analysis Techniques

The data were analyzed using the approach proposed by Miles et al. (2020). It involves several stages, including data condensation, data display, and conclusion. In the first step, data condensation, the collected data from the written narratives that were in Indonesian were translated into English to ensure consistency and ease of analysis. For participants who responded in English, their narratives were directly coded and. In addition, the data from the semi-structured telephone interview were transcribed and translated into English. After being transcribed and translated, data both from the written narrative and the semi-structured telephone interview were read, selected, and coded based on the categories found in the data using qualitative content analysis method. Qualitative content analysis is “a method for analysing qualitative data like interview transcripts, observation notes or documents” that provides “a systematic, step-by-step approach to analysing text material and allows for both theory- and data-driven code development” (Puppis, 2019, p. 367). The collected data were coded focusing on the participants’ initial motivation for becoming an English teacher, and the contribution of the teaching practice to the teacher identity formation, corresponding to the research questions addressed in the study. The results were then presented in the form of narratives and organized based on the research questions. Finally, an interpretation and discussion of the findings in relation to the existing literature were conducted. This included summarizing findings, conveying personal reflections, making comparisons to the literature, and offering limitations and suggestions for future research (Creswell, 2012, p. 257).

Results and Discussion

Pre-Service EFL Teachers’ Initial Motivation

The findings of the study indicate that there are eight distinct categories of motivations that influenced the decision of student teachers to pursue teacher education in ETED. These motivations were identified and organized into categories, as illustrated in Figure 1. The most prominent and widely cited category of motivation among the student teachers was their personal interest in teaching and English. This category encompassed various subcategories, including a strong interest in the English language itself, a passion for teaching, and the perception that English presented a challenging and intellectually stimulating field of study. The student teachers expressed a range of reasons for their interest in the English language. Through the interview, ST1 stated,

Figure 1.

The initial motivation of the student teacher entering the ETED.

Extract 1 From the Interview

I like English because English is an international language so if (I) want to go to everywhere I can communicate with others.

This shows that ST1 expressed a strong motivation to become an English teacher based on her awareness of the global status of the English language. She believed that by acquiring proficiency in English as an international language, she would be able to effectively communicate and connect with people from different parts of the world. Similarly, ST2 indicated that her liking for English was developed through her habit of watching movies in English. This exposure to English media contributed to her interest in the language and further fuelled her motivation to become an English teacher. Moreover, ST6 also stated that English is an exciting subject and his interest in English originated during his high school years. Like ST2, ST6 mentioned that exposure to English videos played a significant role in fostering his fondness for the language. This exposure to English media and the excitement he felt towards the subject influenced his decision to pursue a career as an English teacher.

In contrast to ST8 and ST11, who expressed their liking for English without providing specific reasons, ST10 said that her decision to pursue her study in ETED was driven by her awareness of the societal importance of English in the context of free-trade policy. ST10 recognized that English would be a crucial language for finding employment opportunities, especially in a globalized world where interaction with people from around the world is increasingly common. ST10’s motivation was rooted in the practical consideration of future job prospects and the recognition that proficiency in English would enhance her opportunities to engage in international job markets.

Extract 2 From the Interview

it was in 2015 when a lot of concern on the free trade. I was thinking that if I cannot speak any international language, it will be difficult for me to get a job, because I need to compete with people from around the world.

Additionally, three student teachers (ST9, ST12, and ST13) expressed a passion for teaching. ST12 and ST13 found teaching to be enjoyable because of his prior involvement in voluntary teaching activities for children. This experience sparked his interest and motivated him to pursue studies in ETED. Meanwhile, ST9 mentioned being drawn to teaching because of her enjoyment of public speaking. ST9 believed that teaching would provide her with more opportunities to speak in front of an audience.

Also, unlike the previous student teachers who decided to build a career as an English teacher because they adore English and felt passionate about teaching, ST3 viewed English as a challenging subject. During her high school years, she found English to be the most challenging subject. However, instead of shying away from the difficulty, she became even more interested in learning and aspired to become an English teacher. This demonstrates that while student teachers may share a common personal interest in English, their individual motivations can vary significantly.

Moving on to the second category, it was discovered that six student teachers opted for ETED due to the influence and support they received from either their family or friends. The majority of the student teachers, specifically six individuals, highlighted the support they received from their family in pursuing a career as an English teacher. Notably, two of the student teachers, ST9 and ST11, had mothers who were teachers themselves. However, in contrast to ST11, who mentioned that he was encouraged by his mother to become a teacher, ST9 shared in the written narrative that she was inspired by her mother’s teaching when she unintentionally observed her. On the other hand, even though ST4’s mother was not a teacher, she also received a suggestion from her mother to pursue a career in teaching. Additionally, another student teacher (ST12) in this category expressed that she was motivated to become an English teacher based on the advice of her friend. ST12 mentioned that initially, she did not have any intention to pursue a career in English teaching, but her friend successfully convinced her to pursue studies in the ETED.

Following the factors of personal interest in English and teaching, as well as social influences, personal ability emerged as another significant reason mentioned by the student teachers. It was observed that six student teachers expressed their commitment to study at ETED based on their belief in possessing either English proficiency or teaching skills. Four student teachers mentioned that they consistently achieved high marks when they were in high schools. Additionally, one of them highlighted her proficiency in explaining concepts to her friends, which boosted her confidence and motivated her to pursue further studies at ETED. Two student teachers emphasized their active participation in English competitions and their ability to communicate in English with new people easily, indicating their self-perceived proficiency in the English language. This is evident in the statement provided by ST5 during the interview (see Extract 3).

Extract 3 From the Interview

I often participate in English competitions, and I have consistently achieved good scores. So, I believe I am proficient in English. […] I find it easy to get along with others.

The fourth motivation for the student teachers to pursue the teacher education program is their desire to make a social contribution. Although this motive is less prevalent compared to the previous ones, four student teachers expressed their willingness to contribute to society through teaching. ST3, for instance, stated that she aspired to be an English teacher because she enjoyed sharing knowledge with others and viewed teaching as a means to make a societal impact. Similarly, ST4 and ST6 also recognized that by teaching students, they would unintentionally contribute to their students’ growth and development.

Having more time with family is the next reason why the student teachers want to be English teachers. This idea was possessed by the ST10 and ST13. ST10 noted, “The first reason why I want to be a teacher is that I will have much time to spend with family or with my friends when I become a teacher.” This is similar to what ST13 wrote in the written narrative (see Extract 4).

Extract 4 From the Written Narrative

I decided to choose the English Teacher Education department because I realised my passion for English. My decision to become a teacher or lecturer in the future is driven by the recognition of the responsibilities I will have, such as providing for my own family, building my career, and taking care of my parents.

Both ST10 and ST13 believed that being a teacher would afford them more free time to spend with their families. This belief stems from the perception that the working hours of a teacher are less hectic compared to other professions. Additionally, both student teachers are motivated by their willingness to work with children. The interest in working with young learners, which ST1 and ST12 possess, has guided their decision to pursue higher education in the field of English Teacher Education.

The next motivation is closely tied to the student teachers’ prior learning experiences. ST2 and ST10 explained that their decisions to become an English teacher were influenced by their previous experiences in high school. In contrast to ST10, who was inspired by her teacher’s ability to balance her time between work and family, ST2 admitted that she was motivated to become an English teacher because of her exceptional teacher who consistently cared for her students. Observing the teaching methods of her previous teachers propelled her towards a career in teaching. Lastly, one student teacher (ST2) expressed her strong inclination toward becoming an English teacher based on her childhood memories of engaging in imaginative play as a teacher. Reflecting on her past experiences, she stated, “I used to play as a teacher when I was a child, so I have a preference for becoming a teacher.”

In sum, the findings of this study highlight the diverse range of initial motivations that drive student teachers to pursue a career as an English teacher. The most prominent reasons identified are personal interest in teaching and English, social influences, personal ability, and the desire to make a contribution to society. Among these, personal interest in English and teaching become the most frequently cited motivation. The majority of them were eager to become an English teacher because they have a strong interest in both English and teaching. The status of English as an important language in the world, especially for a future career, also leads them to be an English teacher. This finding is in line with Mukminin et al. (2017) who claim that the reasons for student teachers to build a career as an English teacher is not only influenced by their interest in teaching, but also the value of English. The prioritization of personal interest as the primary reason mentioned by the student teachers aligns with the findings of Nesje et al. (2018), who found that prospective teachers frequently emphasize the intrinsic value of teaching. This phenomenon indicates that student teachers tend to pursue a career that corresponds to their passions. This approach can facilitate their learning process and professional performance, as their genuine interest in the field enhances their motivation and engagement. This, in turn, can enhance their confidence and contribute to the development of their identity formation.

It is significant to note that the initial motivations of student teachers are not solely influenced by their personal interests, but also by external factors such as family and friends, which is congruent with Wang and Wang (2022). However, while there is a similarity between the finding of this current research with the studies conducted by Nesje et al. (2018) and Wang and Wang (2022) in terms of the influence of family and friends on initial motivations, there is a slight difference in the ratings. In this study, family and friends are reported as high-rated motivations, whereas in the studies by Nesje et al. (2018) and Wang and Wang (2022), they are identified as relatively low-rated factors. This discrepancy may be attributed to cultural or contextual differences between the settings of the studies. In the Indonesian context, the suggestion and support from family and friends are likely to be viewed as significant factors influencing the decision-making process of student teachers. Emotional support from the immediate family is considered crucial for the career development of student teachers in Indonesia. In such way, this study emphasizes the importance of considering the specific context and cultural influences when examining the factors that shape initial motivations of student teachers.

Furthermore, in addition to the influence of family and friends, personal capability also plays a significant role in shaping the career choices of student teachers. Recognizing one’s competence in a particular field, such as teaching and English, can serve as a motivating factor for individuals to pursue a career in that area (Salifu et al., 2018). This seems that the willingness to actualize and further develop their identified potential from previous educational experiences, such as being proficient in explaining concepts to friends or having strong English communication skills, can serve as a driving force for student teachers to pursue a degree in ETED. This can provide such initial confidence which later could guide student teachers to enhance their self-assurance during the teacher training or even during their actual teaching.

Moreover, the urge to make a social contribution is a significant factor influencing student teachers’ decision to choose a career in English teaching, which is called as an altruistic reason (Erten, 2014). This may stem from the recognition that English language learning opportunities are not readily accessible to many children in Indonesia. Additionally, the unequal distribution of educational quality across different social classes in the country motivates some student teachers to actively contribute to addressing or mitigating this issue. The teaching profession provides an opportunity for individuals to share their knowledge and expertise with others. For many people, the act of helping others and witnessing their growth and success can be a source of great pride and satisfaction (Heinz, 2015).

The Teaching Practice Contribution to the Teacher Identity Formation

The finding of this study indicates that the teaching practice during the English teacher education program helps the student teachers form their teacher professional identity. First, based on the data gathered through both written narratives and semi-structured phone interviews, it was found that the self-esteem of seven student teachers showed a significant increase, three student teachers demonstrated slight improvement, while the remaining student teachers experienced a decrease in self-confidence. For instance, ST12 initially lacked understanding of the structure and sequence of teaching in the classroom. However, after engaging in the teaching practice, she gained valuable knowledge and skills related to pedagogy. As a result, she developed a better understanding of how to effectively initiate and conclude a teaching session, and how to deal with the students in the classroom, which is congruent with Wright (2010).

In contrast to the majority of student teachers, three individuals (ST2, ST5, ST13) reported a slight improvement in their confidence during the teaching practice. Their confidence levels were found to be somewhat variable and influenced by the performances of their peers. ST2 and ST5 stated that their confidence fluctuated depending on the performance of their colleagues. If their fellow student teachers demonstrated better teaching practices, they experienced a decrease in confidence. Conversely, when their peers’ performances were not as strong, their confidence would increase. This indicates that their self-esteem was influenced by external factors, specifically the perceived competence of their peers. ST13, on the other hand, experienced a slight improvement in self-esteem during the teaching practice. Although the increase was not substantial, it suggests that the practical experiences and feedback received during the teaching practice had a positive impact. In addition, a notable decline in self-assurance was reported by 3 out of the 13 student teachers following the teaching practice. ST4 and ST6 expressed uncertainty regarding their career choice as an English teacher after the practice, attributing their doubts to the perceived difficulty of creating effective lesson plans. In particular, ST6 experienced a significant decrease in confidence due to critical feedback received from the teacher educator regarding the quality of his teaching practice, specifically concerning his lesson plan. It is somehow similar to what ST9 experienced. She disclosed that her confidence decreased following the teaching practice, primarily due to her nervousness throughout the process. Despite initially having high levels of confidence, it gradually diminished as she received supervision from her teacher educator. She further explained that when she received negative feedback, it significantly impacted her confidence as an aspiring teacher.

Additionally, apart from the data collected from the student teachers, the teacher educator agreed that the trainee teachers’ self-assurance was enhanced. Through a semi-structured telephone interview, the teacher educator stated,

Extract 5 From the Interview

I think about 50% are ready and confident to become teachers. When they have their teaching practice in the school, most of the teachers gave them positive feedback about their teaching practice. This shows that the majority of student teachers are ready to become teachers, as evidenced by their ability to confidently engage with students. They demonstrate their confidence through their upright posture and proactive approach to interacting with students.

From the extract above, the teacher educator believed that half of the student teachers were already confident to be English teachers. Also, the teacher educator recognized the growing confidence in the student teachers based on their performance in the classroom. However, she also acknowledged that there were still few student teachers who exhibited nervousness during the practice. She speculated that her presence in the classroom may have contributed to their anxiety.

Secondly, the teaching practice offers the student teachers a deeper understanding of the responsibilities involved in being an English teacher, corresponding with Poulou (2007). The findings indicate that the majority of student teachers initially held a simplistic view of the role. They believed that being an English teacher simply entailed coming to class and teaching English, and that it primarily revolved around following the topics provided in textbooks. Therefore, they perceived mastery of English language skills as the most important aspect of being an English teacher. However, after the teaching practice, their perception of the responsibilities of an English teacher experienced a significant shift. The participants (ST7, ST13, and ST12) highlighted the importance of prioritizing student engagement and learning in the English classroom. They emphasized that an English teacher should be capable of designing and implementing engaging activities that foster student interest and create a comfortable learning environment. Similar to the student teachers’ views, the teacher educator pointed out that most student teachers acquired a better understanding of their responsibilities as teachers through the teaching practice. However, she noted that there were areas where they needed improvement, particularly in designing the teaching process and creating effective learning materials. The teacher educator expressed concern that the teaching activities and media designed by the student teachers were often too standard and lacked variety. Additionally, she observed that some student teachers faced challenges in aligning the teaching objectives with the corresponding teaching activities.

Third, the teaching practice plays a crucial role in reinforcing the job motivation of student teachers as they embark on their teaching careers. Despite the recognition of the demanding nature of the profession, the student teachers remained enthusiastic about becoming English teachers, regardless of the challenges they faced. This strong commitment to their chosen profession was supported by various factors, mirroring their initial motivations for entering the teacher education program, such as their willingness to share knowledge and their determination to follow through with their decision. Lastly, it can enhance the student teachers understanding of how to be a good English teacher. They stated that the teaching practice equips them with the ability to recognize the qualities of a good teacher and they aim to incorporate these qualities into their future practice. This finding corroborates the research of Poulou (2007), which found that pre-service teachers become more mindful of the characteristics of effective English teachers following their teaching practice experience. By acquiring this understanding, that student teachers will receive better guidance on how to effectively conduct their teaching in real classrooms, manage classroom dynamics, and foster meaningful engagement with both students and colleagues.

Conclusions and Implications

This present study endeavors to investigate the initial motivations of the student teachers at ETED in X university in Indonesia to pursue the teacher preparation program and investigate the role of teaching practice during the teacher preparation program in shaping their teacher professional identity. The findings of this study reveal that student teachers’ initial motivations to pursue a career in the teaching profession are influenced by multiple factors. These include a personal interest in teaching and the English subject, social influences from family and friends, personal abilities and skills, the desire to make a social contribution, the importance of having time for family, the opportunity to work with children, prior learning experiences, and childhood memories of playing as a teacher. While these eight categories emerged from the study, it was found that personal interest in teaching and English was the most commonly mentioned motivation among the student teachers, classified as an intrinsic reason.

Furthermore, the findings of this study demonstrate the significant role of teaching practice in shaping the professional identity of pre-service teachers. The contributions of teaching practice can be categorized into four key aspects. Firstly, it enhances the confidence of student teachers, allowing them to feel more assured in their teaching abilities. Secondly, it provides valuable insights into effective teaching strategies and techniques for teaching English to students. Thirdly, it strengthens the motivation of student teachers to pursue their profession as English teachers, despite the challenges they may encounter. Lastly, it deepens their understanding of what it means to be a proficient English teacher, enabling them to develop a clear vision of their professional identity. These findings highlight the importance of incorporating teaching practice into the initial teacher preparation program, as it significantly contributes to the growth and development of pre-service teachers, ultimately leading to the formation of their professional identity.

Additionally, it is important to note that this study was conducted within the context of ETED in Indonesia, where not all student teachers initially had a personal intention to pursue a career in teaching. Some student teachers may have entered the teacher education program as a “fallback” option after not being accepted into their preferred field of study. Therefore, it is recommended for ETED to identify the initial motivations of students for selecting their major and pursuing a career in teaching. This can be done through thorough assessments or interviews to understand their interests, aspirations, and goals. By gaining insight into the students’ motivations, the department can provide personalized guidance and support to facilitate their journey towards becoming teachers. Also, the findings of this study can serve as valuable guidelines for ETED in developing supplementary activities during the study program. The fact that most students lack knowledge of the responsibilities of an English teacher presents an opportunity for teacher educators to design activities aimed at enhancing teaching-related skills and promoting a comprehensive understanding of the teaching profession. For example, the department can incorporate aspects of teachers’ lives, including both the interesting and demanding tasks they encounter. This can help students develop realistic expectations and prepare them for the challenges they may face in their future careers. Overall, by taking into account the students’ initial motivations, providing personalized support, and offering supplementary activities that address practical aspects of the teaching profession, ETED can enhance the overall learning experience and better prepare student teachers for their future careers as English teachers.

In summary, the study suggests that student teachers who possess stronger motivation and a greater awareness of potential challenges are better equipped to handle the problems they may encounter during their teaching career. This readiness and preparedness enable them to develop a stronger sense of commitment and professional identity as teachers. As a result, they are more likely to effectively practice their profession and contribute to the field of education. The combination of theoretical knowledge gained through teacher education programs and practical experience gained during teaching practice helps student teachers develop the necessary skills to create a stimulating learning environment. This is particularly important in the context of English as a Foreign Language (EFL) teaching in Indonesia. By applying their knowledge and demonstrating their commitment, these teachers have the potential to foster successful EFL learning outcomes and contribute to the improvement of English education in the country.

This research, however, has some limitations. Firstly, the data obtained from the teacher educator is relatively small, which may limit the generalizability of the findings. It is recommended for future studies to collect data from a larger sample size of teacher educators to ensure a more comprehensive understanding of their perspectives. Secondly, there is a gender gap among the participants, which could potentially influence the results. It is important for future studies to strive for a balanced representation of both male and female student teachers to examine how their initial motivations and teacher professional identity may differ based on gender. Additionally, investigating how the initial motivations of male student teachers differ from those of female student teachers could provide valuable insights into the factors that drive individuals to enter the teaching profession based on gender-specific considerations. Lastly, extending research beyond newly graduated teachers to investigate how in-service teachers maintain their professional identity over time would be a valuable area of study.