EMBODIED INDONESIAN NOVICE TEACHERS IDENTITY AS INNOVATIVE TEACHERS: A QUALITATIVE STUDY ON ENGLISH TEACHERS IN A FREEDOM TO LEARN PROGRAM
DOI:
https://doi.org/10.18623/rvd.v23.n1.4089Keywords:
Novice Teacher, Embodied Identity, Independent Curriculum, Innovative TeacherAbstract
This study employed a qualitative approach with a constructivist-oriented descriptive method to explore the formation of professional identity among teachers. The research was grounded in the function of practical reason within discourse, emphasizing how teachers constructed their professional roles through experiential and contextual interactions. The findings indicated that the embodiment of professional identity was reflected in four main domains. First, in the domain of technology utilization, teachers made extensive use of digital media to support the learning process, in line with the independent curriculum’s emphasis on technology integration and content optimization. Second, in terms of teacher-student relationships, teachers focused on encouraging student participation, commitment, and ensuring students' well-being. Third, in relation to the teaching role, teachers collaborated with educational institutions to develop innovative approaches in implementing the independent curriculum. Finally, in the area of classroom sensitivity, participants acknowledged the significant role of their colleagues in helping them realize and strengthen their professional identity, particularly during field teaching practice. These results highlighted the complex and dynamic nature of professional identity development in contemporary education.
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