“I Feel Like a Real Teacher”: Emergent Professionalism of Indonesian Pre-Service Teachers of English

Adaninggar Septi Subekti(1*),

(1) Universitas Kristen Duta Wacana
(*) Corresponding Author


The present study investigated how Indonesian pre-service English teachers' professionalism emerged during their teaching practice. The study employed a qualitative document analysis of secondary data in the form of 26 student teachers' reflections from 13 pre-service teacher participants taking Micro Teaching class in the 6th semester of their study. From Thematic Analysis, the study found several themes in their emerging professionalism. First, they realized the role of teacher-student rapport for instructional success and the need to adjust instructions to suit their students' needs and proficiency levels. They could overcome stereotypes and negative preconceptions about teaching vocational students and students with special needs. They reported their joy of being acknowledged by their students as teachers, and they felt happy and proud when they saw their students' success in learning. These indicated the shift in concerns from self to students, signaling the participants' emergent professionalism. Based on the findings, possible contributions and suggested directions for future studies were mentioned, along with the study's possible limitations.


Emerging professionalism, pre-service teachers of English, secondary data, document analysis, Thematic Analysis

Full Text:



Aisyah, A., & Wicaksono, B. H. (2018). Pre-service teachers’ belief on professional development: A study on ESP teacher. CELTIC: A Journal of Culture, English Language Teaching, Literature & Linguistics, 5(2), 8–16. https://doi.org/10.22219/celticumm.vol5.no2.8-17

Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education, 37(4), 453–464. https://doi.org/10.1080/02619768.2014.912627

Basturk, S. (2016). Examining primary pre-service teachers’ perspectives on teaching practice courses. Acta Didactica Napocensia, 9(3), 35–46.

Bloomfield, D. (2010). Emotions and “getting by”: A pre-service teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38(3), 221–234. https://doi.org/10.1080/1359866X.2010.494005

Bondy, E., & Ross, D. D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54–58.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Burns, A., & Danyluk, P. (2017). Applying Kolb’s model to a nontraditional preservice teaching practicum. Journal of Experiential Education, 1–15. https://doi.org/10.1177/1053825917696832

Fajardo, J. A. (2014). Learning to teach and professional identity: Images of personal and professional recognition. Profile Issues in Teachers’ Professional Development, 16(2), 49–65.

Fajardo, J. A., & Miranda, I. R. (2015). The paradox of the practicum: Affinity to and resistance towards teaching. Íkala, Revista de Lenguaje y Cultura, 20(3), 329–341.

Feiman-Nemser, S. (2003). What new teachers need to learn. Educational Leadership, 60(8), 25–29.

Flórez, S. A. S., & Basto, E. A. B. (2017). Identifying pre-service teachers’ beliefs about teaching EFL and their potential changes. PROFILE, 19(2), 167–184. https://doi.org/10.15446/profile.v19n2.59675

Gao, X., & Benson, P. (2012). “Unruly pupils” in pre-service English language teachers’ teaching practicum experiences. Journal of Education for Teaching, 38(2), 127–140. https://doi.org/10.1080/02607476.2012.656440

Gray, D. E. (2014). Doing research in the real world (3rd ed.). Sage Publications, Ltd.

Israel, M., & Hay, I. (2006). Research ethics for social scientists. SAGE Publications Ltd.

Kemendikbud. (2022). Pendidikan Bahasa Inggris. Https://Sinta3.Kemdikbud.Go.Id. https://sinta3.kemdikbud.go.id/departments?page=2&q=pendidikan bahasa inggris

Kothari, C. R. (2014). Research methodology: Methods and techniques. New Age International.

Kourieos, S., & Diakou, M. (2019). Pre-service English language teacher education and the first years of teaching: Perspectives from Cyprus. The New Educator, 15(3), 208–225. https://doi.org/10.1080/1547688X.2019.1628558

Kuswandono, P. (2017). Mentor teachers’ voices on pre-service English teachers’ professional learning. Indonesian Journal of Applied Linguistics, 6(2), 213–221.

Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 8(3), 3351–3359.

Markos, A. M. (2012). Mandated to learn, guided to reflect: Pre-service teachers’ evolving understanding of English language learners. Issues in Teacher Education, 21(1), 39–57.

Matheis, S., Keller, L. K., Kronborg, L., Schmitt, M., & Preckel, F. (2019). Do stereotypes strike twice? Giftedness and gender stereotypes in pre-service teachers’ beliefs about student characteristics in Australia. Asia-Pacific Journal of Teacher Education, 1–20. https://doi.org/10.1080/1359866X.2019.1576029

Nugroho, H. A. (2017). Pre-service EFL teachers’ self-efficacy, their English proficiency and their preparedness for teaching practicum program. Premise Journal, 6(2), 1–11.

Oliver, P. (2003). The student’s guide to research ethics. Open University Press.

Pandey, P., & Pandey, M. M. (2015). Research methodology: Tools and techniques. Bridge Center.

Siahaan, S. M. Y., & Subekti, A. S. (2021). Pre-service English teachers’ professional identity development: A case study. Metathesis: Journal of English Language, Literature, and Teaching, 5(2), 198. https://doi.org/10.31002/metathesis.v5i2.4231

Subekti, A. S. (2018a). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.

Subekti, A. S. (2018b). Error analysis in complex sentences written by Indonesian students from the English Education Department. Studies in English Language and Education, 5(2), 185–203.

Tok, Ş. (2010). The problems of teacher candidate’s about teaching skills during teaching practice. Procedia - Social and Behavioral Sciences, 2(2), 4142–4146.


Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890

Vilma, Z. (2018). Implementing ethical principles in social research: Challenges, possibilities and limitations. Vocational Training: Research And Realities, 29(1), 19–43. https://doi.org/10.2478/vtrr-2018-0003

Walliman, N. (2011). Research methods: The basics. Routledge.

Walton, G. M., Cohen, G. L., Cwir, D., & Spencer, S. J. (2012). More belonging: The power of social connection. Journal of Personality and Social Psychology, 102, 513–532.

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830

Zare-ee, A., & Ghasedi, F. (2014). Professional identity construction issues in becoming an English teacher. Procedia - Social and Behavioral Sciences, 98, 1991–1995. https://doi.org/10.1016/j.sbspro.2014.03.633

Zhao, H., & Zhang, X. (2017). The influence of field teaching practice on pre-service teachers’ professional identity: A mixed methods study. Frontiers in Psychology, 8(1264), 1–11. https://doi.org/10.3389/fpsyg.2017.01264

DOI: http://dx.doi.org/10.24127/pj.v11i3.5108


  • There are currently no refbacks.

Copyright (c) 2022 Authors

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.



Universitas Muhammadiyah Metro

Unit Publikasi Ilmiah ( Scientific Publication Unit)


Gedung HI Lt 1, Ruang UPT Publikasi Ilmiah Universitas Muhammadiyah Metro

Jl. Ki Hajar Dewantara No.116, Iringmulyo, Metro Timur, Kota Metro, Lampung 34111
Phone/WA: +6285709141060



e-ISSN-2442-482x  p-ISSN-2089-3355

Download Premise Official Template  June -October 2022