Teacher’s professional identity and its authenticity: a case study in Indonesia higher education  

Oleh:

Hidayati, Arini Nurul

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 48-50.
Topik: Professional Identity; Authenticity; Teachers Professional Development
Fulltext: 48-50.Arini Nurul Hidayati.pdf (444.93KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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What does it profit a person to gain the whole world but suffer the loss of one’s self? (Weiggert, 1988). This question depicts how authenticity, characterized by the fidelity of the person’s essential nature (Kristison, 2007), is beneficial in identity construction, moreover for teachers, as the role models to their students. An authentic person would express the behaviour genuinely as what they are like. Nevertherless, the authenticity of identity is not a static process of human since Edelstein (2013) contends that ‘this is an ongoing process because our authentic identity changes throughout our life in response to the impact of our life experiences’. Therefore, in purpose of gaining information about how the concepts of original picture of an Indonesian teacher professionalism is revealed in a concrete arena, this present qualitative study attempts to examine the authenticity of a university teacher connected to her professional identity construction throughout her teaching period. Following a descriptive case study research design (Yin, 2014), this research aims to look meticulously at (1) understanding how this teacher recognizes her genuine skin as a professional teacher; and (2) investigating the ways she negotiates the social complex, multi-layered, and fluid process during the identity formation. Anchored the conceptual framework of professional identity (Beijaard et al., 2000) embedded with Kreber et al. (2007)’s concept of authentic teacher, the findings shed some lights on the encouragement in building self authenticity of the teacher identity construction. The contribution of the present study is to provide empirical evidence regarding plausibility of being a ‘true self’ acted as a strong catalyst for the teacher’s professional development (that is, their understanding of self and development of ways of being and enacting the teaching practice). Through engaging in challenging and autonomous teaching experience, she developed deeper insights into who she was becoming as professionals, leading to her process of her professional identity construction.

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