Worksheet 5
Professional Identity Matters: Agency, Emotions, and Resilience
Name/St. Number:
● Maria Kartika Widiastuti/231242117
● Hanna Irma Wahyuni/231242118
● Ragilia Indaswari/231242119
● Required reading:
Day, Christopher (P. 60-70)
● Instruction: Please generate at least:
a. five questions (or)
b. state important ideas based on the reading: “Professional Identity Matters: Agency,
Emotions, and Resilience”.
No Questions/statements:
1. Many qualitative studies direct attention to
the influence of work contexts, and the
ways in which the individual experiences,
interactions with colleagues and students
directly (as well as the demands from
outside the school) play a key role in the
ways they see themselves.
English Teacher Identity Construction (IEDU203)
Response
Qualitative studies enrich the insight into the
complexity of teachers’ identity. The individual
experiences show the personal part that shapes
teachers’ identity. Interaction with colleagues
and students formulates teachers’ identity in
social context. Work contexts refer to the
environment setting in professional work.
Each aspect provides benefits.
Teachers’ identity through personal experience is
collected through everyday experience. Even
other aspects mention such as teachers’ social
interaction and work context. Every area teachers
explored in their lived experience is constructed
as personal experience.
The concrete research on work context informed
teachers’ identity in the direct working
environment. The working environment
represents the strengthening or constraining
theme in the dynamic determined by if the
teaching is valued. The research captured the
working environment that present itself with
Page 1

2. Day argues that teacher identity is a
combination (amalgam) of personal and
professional aspects (p. 61). How does this
interplay between personal biography and
work environment influence a teacher's
sense of self?
3. Day suggests that a strong sense of
professional identity is linked to a teacher's
emotional well-being. Why are emotions
important in shaping and maintaining a
positive professional identity for
educators? (p. 68)
4. “The best teaching is emotional work which
requires teachers to teach to their best and
English Teacher Identity Construction (IEDU203)
certain culture. The culture appears to be
teachers’ place to discover if their satisfaction in
teaching is met or not (e.g. appreciation).
In social context (interaction with colleague), the
study learned about the phenomenon of early
career teachers. It asserts the importance of
building The interaction with students also plays
a cruicial role. Classroom interaction becomes the
vehicle to enhance students motivation and
invest into students’ success.
When classroom interactions matter: Student
identity (re)construction (uin-malang.ac.id)
Day argues that teacher identity is a blend of
personal and professional aspects. This interplay
influences a teacher's sense of self because their
personal experiences, values, and beliefs shape
how they approach their work. The work
environment, including school culture, leadership
style, and student interactions, can then either
reinforce or challenge their sense of self as a
teacher.
Emotions are important because a teacher's
sense of well-being directly impacts their capacity
to be effective. Chronic stress, burnout, or
feelings of helplessness can hinder their ability to
connect with students and deliver engaging
lessons. Conversely, feeling passionate, fulfilled,
and supported can lead to a more positive and
effective teaching experience.
In our opinion, teaching is not easy because you
have to combine professionalism and emotion
well. There are times when a teacher comes to
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 well, to sustain a capacity for professional
empathy.” (p. 66)
5. “sustained effort and perseverance in the
face of difficulty is likely to strengthen
teachers’ sense of efficacy and result in a
stronger sense of agency and positive
professional identity; and that personal
efficacy beliefs are capabilities or
capacities, not a fixed state, but subject to
social influence.” (p.62)
school in a bad mood because of a problem,
however, in class, a teacher has to cover it up
and still show and provide the best for his
students. The teacher's job is not only to
transfer knowledge but also to apply affection
and compassion to students. So apart from
working using the brain/head, teachers also
have to work with the heart and the difficulty is
synchronizing the heart and head so that a
teacher can teach and educate students well.
That means teachers who can face challenges
and show perseverance are more likely to
develop a strong sense of self-confidence and a
positive professional identity. it highlights the
importance of creating a supportive
environment so that teachers feel empowered
to overcome difficulties and develop in their
roles.

Dear Mr. Kus, please find below our final paper drafts. Thank you 😀
Draft of Final Paper (Ragilia Indaswari/231242119)
(Minimum 500 words: Introduction and theoretical review)
How Educational Philosophies Shape Pre-Service Language Teacher Identity in UIN
Solo
Ragilia Indaswari

231242119@student.usd.ac.id

Introduction

Cultivating well-rounded language educators necessitates understanding how their identities take
shape. This study investigates this identity formation process specifically for pre-service teachers at
Universitas Islam Negeri (UIN) Solo, Indonesia. The researcher focus on how diverse educational
philosophies influence this development. Examining these influences is key to preparing future
language teachers who are both reflective and effective as they navigate the intricacies of language
instruction.

Teacher identity is a complex concept encompassing a teacher's beliefs, values, and experiences, all of
which shape their approach to teaching. Pre-service education plays a critical role in this development
as teacher candidates grapple with theoretical frameworks and engage in practical experiences.
During this formative period, exposure to various influences, including educational philosophies,

English Teacher Identity Construction (IEDU203) Page 3

shapes their understanding of themselves as educators.

UIN Solo, as an Islamic university, presents a unique context for pre-service language teacher identity
development. This study explores how educational philosophies, both those informed by Islamic
principles and broader educational philosophies, interact to shape the identities of these future
language educators.

Theoretical Review

Teacher identity is a multifaceted concept encompassing a teacher's beliefs, values, and experiences
that shape their approach to teaching (Burn, 2013). Pre-service education plays a pivotal role in
shaping this identity as teacher candidates grapple with theoretical frameworks and practical
experiences (Feiman and Nemser, 2010). Pre-service teachers are in the crucial stage of forming their
identities as educators, and their experiences in teacher education programs significantly impact this
development (Farrell, 2007). During this formative period, exposure to various influences, including
philosophies of education, shapes their understanding of themself as a teacher (Fang, 2016).

Educational philosophies provide overarching principles that guide instructional practices. These
philosophies can range from teacher-centered approaches like behaviorism to student-centered
approaches like constructivism. Prior research suggests that exposure to different philosophies during
pre-service education can influence teachers' developing identities.

Understanding how pre-service language teachers develop their identities is crucial for preparing
effective educators. This study explores this identity formation process at Universitas Islam Negeri
(UIN) Solo, Indonesia, with a particular focus on the influence of educational philosophies.

Research suggests that exposure to different philosophies during pre-service education can influence
teachers' developing identities. For instance, Park (2011) found that pre-service teachers exposed to
critical pedagogy developed a stronger sense of social justice in their teaching. Similarly, Ghazi &
Mackey (2009) showed how project-based learning shaped pre-service teachers' identities as
facilitators.

While research exists on teacher identity and educational philosophies, limited studies have explored
this specific intersection in the context of pre-service language teacher education at UIN Solo. This
study aims to address this gap by investigating how diverse educational philosophies shape the
identities of future language educators at UIN Solo.

This research holds significance for teacher education programs at UIN Solo and beyond. This research
emphasizes the significance of teachers' positive professional identity, highlighting its dynamic
components influenced by individual purpose, workplace contexts, cultures, and personal

English Teacher Identity Construction (IEDU203) Page 4

experiences.

Additionally, research on language teacher identity in Indonesia has primarily focused on in-service
teachers. This study aims to address this gap by investigating how diverse educational philosophies,
including those informed by Islamic principles, shape the identities of future language educators at
UIN Solo.

By understanding the interplay between educational philosophies and pre-service teacher identity,
teacher educators can design programs that foster well-rounded, philosophically aware language
teachers prepared for the contemporary classroom.

References

Burn, J. (2013). Teacher Identity Development: Varieties of narratives. Educational Researcher, 42(3),
183-194.

Fang, Z. (2016). Pre-service Teachers' Identity Development: A Narrative Inquiry. Teacher

Development, 20(1), 54-70.

Farrell, T. (2007). Reflective Practice for Language Teachers. In J. C. Richards & K. Plainer (Eds.),
The TESOL Encyclopedia of English Language Teaching (pp. 1-5).
https://doi.org/10.1002/9781118784235.eelt0873

Feiman-Nemser, S. (2010). Teacher Learning: An Irreducible Complexity. Review of Educational

Research, 80(4), 557-577.

Ghazi, T. S., & Mackey, J. (2009). Negotiating Identities in Project-Based Science Learning: The
Interplay of Students' Learning Experiences and Their Developing Sense of Self as Science Learners.

Park, S. (2011). Becoming a Critical Teacher: How Pre-service Teachers Develop a Critical Stance.
Journal of Teacher Education, 62(2), 142-154.

Draft of Final Paper (Maria Kartika Widiastuti/231242117)

Catholic Religious Education Teachers' Professional Identity

Construction through Institution Requirements that Promote Social
activities at SMAK Van Lith to Actualize Catholic Teaching

English Teacher Identity Construction (IEDU203) Page 5

Research Background ( I want to put first the key components of research background)

Teachers’ Identity Construction and Teachers’ Professional Identity

Teacher identity evolves following the synchronized process of multifaceted experiences, social
interactions within self, cultural community, and schooling system. Teaching profession has always
been journeying with identity along the way. Identity in the realm of teaching comes into play as a key
conduct to constructing ideas on how to be teacher, act, understand the job, and their position in a
social context. Embracing the teacher identity determined the quality of education. It is also stated that
teachers contribute to affecting factors in quality education. Teachers account for preparing students to
meet unpredictable challenges in the future. Encountering the demanding role as a teacher
emphasizes the significance of professional identity. Professional identity signals the clarity on
question “who are we as a members of a profession?” It can be depicted in relatively stable ways
where professionals looked into themselves and projecting the imaginary identity, such as self-image.
Self-image reflected goals, norms, values, and interaction patterns associated with being a part of
collective group. A study conducted by Gathondu, Kagema, and Waderi issued the teachers’
professional identity and quality education. Teachers’ professional had a significant impact on quality
education.

The Role of Catholic Religious Education

Catholic education nature attributes to engaging student in new evangelization and considering the
contribution to build a society that values fraternity and solidarity.

The Context of The Study

The study revolved around the focus on Catholic Education Teachers that are involved in SMAK Van
Lith. SMAK Van Lith facilitates students’ preparation to be the agent of change and be the future lay
apostolate (rasul awam). This is proved by incorporating standardized curriculum with Kurikulum
Pengembangan. Kurikulum pengembangan involves student to learn through hand-on experience and
actualize the catholic teaching mission that empowers people to serve others.

Van Lith Senior High School’s image is inseparable from the role of Catholic Education teachers to
embed the religious teaching into students’ life. The research aims to explore how the institution
requirements that incorporate social activity with catholic teaching shape the professional identity of
Catholic Education teachers who are involved in Van Lith senior High School.

English Teacher Identity Construction (IEDU203) Page 6

Theoretical Framework

Teacher’s Identity Construction

“Teacher” as the label establishes the identity marked by the decided choices regarding tp their
response to the lives of students and what context is highlighted in experiencing the practice.
Therefore, the meaning of identity puts significance in the teachers’ character development.

Teachers’ character development is presented in different forms such as professional identity. The
process of becoming a teacher unravels the what, how, and why their certain decision unfolds the
underlying aspect of destiny and their attachment to expectation, needs, and demands. Multifaceted
compositions in shaping the phenomena reasoned the essence of teachers’ identity outputs. Yulisinta,
Marta, and Pangabean (2023) They remarked on how teachers’ identity exhibits influence to students’
capacity in showing their proficiency, teachers’ performance, and the education quality. The output of
teachers’ identity was grounded by the lens of sociocultural, political, economic and institutional
expectations.

Extensive dimensions of professional identity in teacher’s context possessed the opportunity to

investigate how this concept has mechanism in educational setting. Professional identity merged
several components. Professional identity can be perceived as a concept that covers personal and
social union to functionalize the negotiation of identity.

The multidimensional nature of research on teachers’ identity reveals the complexity. Since the
complexity creates different lenses, this research focused on catholic religious education teachers’
professional identity grounded on institutional expectations that functionalizes the necessity of high
quality education. Framing catholic teacher education from the perspective of teachers’ identity
construction can gives insight into how institutional culture provides a place to create identity where
teachers see the actualization of catholic teaching that enhance the education quality.

Social Reconstructionist Educational Curriculum Leaning and Its Relevance with Catholic Religious
Education

Social reconstruction accommodates individuals with the competence to analyze and comprehend
social issues and create resolution to reduce the gap in society. The curriculum leaning has coherence
with Catholic Education value.

English Teacher Identity Construction (IEDU203) Page 7

Catholic tradition does not disassemble itself from the dignity of human person. Roebben asserts the
implication of Religious Education in cooperating with the need for internal growth of human in and
through the project of school. It is not undeniable that religious education invited students to take into
account of theological aspect. He added that the objective of theology offered purpose such as
engaging students with the significant concerns. Religious Education should faciliatate a place for
students to find common ground with teachers in meaning discovery. In purpose of serving students in
searching for meaning, Roeben suggests that language of faith aligns with the appropriacy in
accessing soulful experiences. In order to strengthen the value of Religious Education, Roeben
specified what defines the ideal of Catholic value. Centering catholic value in religious education
requires the exposure to humanization or growing in shared humanity.

Gravisimum Educationis highlighted the purpose of Catholic Education as a preparatory level for
students to take active participation in church and community. Active preparation in the Church and
community embodies the value of social justice, critical thinking, and willingness to be the servant for
society ” (Gravissimum educationis, 1965 , para. 8). The mission of Catholic Education values the
participation that brings out the Church to social environment.

Covering the context of Catholic Religious Education aligns with the research purpose. Research
purpose draws the attention to how Catholic Religious Education value that aligns with Social Activity
gives Catholic teachers perspectives on the implication of social activity to broaden the mindset of
learning through concrete experience.

Research Methodology

Narrative Inquiry

Connelly and Clanadin assumed that reconstruction and construction crafts the embodiment of
educational party’s personal and social story. Through narrative or the story telling, theoretical sense
of our experiences are built. The experiences depicted a portrayal of sequences that are shaped,
interpreted, and re-interpreted as we live through them.

English Teacher Identity Construction (IEDU203) Page 8

Draft of Final Paper (Hanna Irma Wahyuni/231242118)

Non-native Thai English teachers' identity in Teaching Thai Students

Data: dosen XLC dari indo

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