RECONSTRUCTING AN EFL PRE-SERVICE TEACHER’ IDENTITY: A SELF-NARRATIVE
DOI:
https://doi.org/10.33884/basisupb.v12i1.9507Kata Kunci:
English education, identity formation, cultural competence, narrative self-study, teacher developmentAbstrak
Abstrak
Pengalaman mahasiswa pendidikan Bahasa Inggris secara signifikan membentuk praktik pembelajaran bahasa dan pendekatan pedagogis secara global. Meskipun minat terhadap pengalaman ini semakin meningkat, penelitian tentang keterkaitan antara identitas dan perkembangan guru bahasa, khususnya di kalangan mahasiswa pendidikan Bahasa Inggris di Indonesia, masih terbatas. Penelitian ini menggunakan Teori Identitas James Paul Gee (2000) untuk mengeksplorasi konstruksi dan rekonstruksi identitas saya sebagai mahasiswa pendidikan Bahasa Inggris selama program pertukaran studi di Universitas Osaka (2023–2024). Dengan pendekatan studi naratif diri, saya menganalisis tulisan reflektif berupa jurnal, catatan, dan dokumen untuk mengkaji tantangan dan transformasi identitas profesional saya sebagai pembelajar dan calon guru. Hasil penelitian menunjukkan bahwa pertukaran budaya, dinamika institusional, dan interaksi dengan rekan sejawat mendorong perubahan signifikan dalam identitas saya, memberikan wawasan tentang hubungan dinamis antara pendidikan bahasa, budaya, dan pembentukan identitas. Penelitian ini menyoroti pentingnya pengembangan kompetensi budaya dan praktik reflektif untuk meningkatkan pelatihan pendidik masa depan.
Kata kunci: pendidikan Bahasa Inggris, pembentukan identitas, kompetensi budaya, studi naratif diri, pengembangan guru
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