Authoring the Teacher Within: A narrative inquiry of Indonesian pre-service EFL teachers’ identity formation

Sumarniningsih; Henny Dwi Iswati; Nur Chakim; Silfia Asning Tias; Rizki Ramadhan; Yuri Lolita; Prianka Ratu Masitho; Wulida Wahidatul Masruria; I Gusti Ngurah Agung Wijaya Mahardika

doi:10.31893/multiscience.2026535

Keywords:

professional identity

emotional dimensions of learning

teaching practicum

pedagogical reflection

sociocultural context

Abstract

This research paper uncovers psychological and sociological aspects of identity construction by pre-service English teacher students in Indonesia using the Three-Dimensional Narrative Inquiry (TDNI) perspective. By taking a human and social science approach, it explores how teachers' identities are constructed within the adventure of experiencing emotions, establishing connections with others, and adapting to environments. Five preservice English education final-year students were involved in narrative interviews, reflective journals, and contextual observations as part of their School-Based Teaching Practice (SBTP). The data were obtained through semi-structured interviews, reflective journals, and shadow observations. They were thematically analyzed in relation to the dimensions of interaction (social inter-relating), continuity (apparent development), and situation (challenging context). Results suggest that taking on a teaching identity is a non-linear iterative process influenced by emotional transformation, emotionally supportive relationships with mentors and students, and the ability to reconcile contextual constraints, including school rules and student diversity. This paper is a testament to how SBTP served as a transformative “place” where pedagogical beliefs, self-efficacy, and professional values were negotiated and internalized. The findings highlight the importance of integrating structured reflection and mentoring into SBTP to support identity formation. This study enriches the literature of teacher identity by drawing on narrative inquiry, educational psychology, and sociological analysis in a local EFL teaching practicum context, which provides a specific contribution to broader debates in the human and social sciences about professional identity formation, emotional growth, and transformative learning.
References
1. Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
2. Arifin, Z., Hadi, S., & Rahman, F. (2023). EFL pre-service teachers’ professional identity in Indonesian secondary schools: A narrative study. JEELS (Journal of English Education and Linguistics Studies), 10(1), 199–235. https://doi.org/10.30762/jeels.v10i1.1082
3. Bai, B., & Li, J. (2025). Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach. Teaching and Teacher Education, 135, 104965. https://doi.org/10.1016/j.tate.2025.104965
4. Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System, 103, 102656. https://doi.org/10.1016/j.system.2021.102656
5. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
6. Brown, J. D., Collins, A., & Duguid, P. (2006). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
7. Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407
8. Chan, C. K. K., Pang, N., & Ralph, E. G. (2023). Identity dissonance and resistance among novice EFL teachers in Asia. TESOL Quarterly, 57(2), 399–422. https://doi.org/10.1002/tesq.3367
9. Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge.
10. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
11. Flores, M. A., & Matos, J. F. (2022). Teacher identity negotiation in initial teacher education: A longitudinal study. European Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/02619768.2022.2031234
12. Guo, Z., & Sidhu, S. (2024). From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities. System, 118, 103246. https://doi.org/10.1016/j.system.2024.103246
13. Huang, X., & Wang, C. (2021). Pre-service teachers’ professional identity transformation: A positioning theory perspective. Professional Development in Education, 50(1), 174–191. https://doi.org/10.1080/19415257.2021.1942143
14. Humairoh, M. F. N., Widiati, U., Rabbianty, E. N., & Basthomi, Y. (2024). Pre-service English teachers’ beliefs about implementing digital multimodal composing in a teaching practicum context. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-04-2024-0201
15. Krisdianata, Y. Y., & Mbato, C. L. (2022). Constructing teacher identity: Pre-service teacher resilience in school-based practicum experiences. Journal of English Language Teaching and Linguistics, 7(3), 556–570. https://repository.usd.ac.id/45981/1/9297_930-2994-1-PB+%25281%2529+1.pdf
16. Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training. Teaching and Teacher Education, 151, 104736. https://doi.org/10.1016/j.tate.2024.104736
17. Li, X. (2023). A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning. Heliyon, 9(4), e15510. https://doi.org/10.1016/j.heliyon.2023.e15510
18. Li, Y., & Khairani, A. Z. (2025). Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator? Teaching and Teacher Education, 133, 105021. https://doi.org/10.1016/j.tate.2025.105021
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21. Moradian, M. R., Ramezanzadeh, A., & Ershadi, F. (2023). Cultural identity construction of Iranian EFL teachers: A narrative study in the context of private language institutes. Qualitative Research Journal, 23(4), 471–486. https://doi.org/10.1108/QRJ-03-2022-0036
22. Najjarpour, M. (2025). Teachers' perceptions of challenges to integrating social-emotional learning professional development into EFL teacher training programs. International Journal of Educational Research Open, 13, 100501. https://doi.org/10.1016/j.ijedro.2025.100501
23. Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research, 77(2), 186–232. https://doi.org/10.3102/0034654306298273
24. Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(11), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361
25. Tavakol, M., & Tavakoli, M. (2022). The professional identity of Iranian young-learner teachers of English: A narrative inquiry. Linguistics and Education, 72, 101101. https://doi.org/10.1016/j.linged.2022.101101
26. Truong, K. D., Ngo, C.-L., & Li, B. (2025). The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review. Teaching and Teacher Education, 135, 104967. https://doi.org/10.1016/j.tate.2025.104967
27. Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2024). ‘Becoming and being online EFL teachers’: Teachers' professional identity in online pedagogy. Heliyon, 10(4), e37131. https://doi.org/10.1016/j.heliyon.2024.e37131
28. Varis, S., Heikkilä, M., Metsäpelto, R.-L., & Mikkilä-Erdmann, M. (2023). Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending. Teaching and Teacher Education, 129, 104354. https://doi.org/10.1016/j.tate.2023.104354
29. Wong, C. Y. E., & Liu, W. C. (2025). Closing the gap of teacher professional identity in student teachers between coursework learning and teaching practice: Perspectives from Self-determination Theory. Journal of Education for Teaching, 51(4), 779–796. https://doi.org/10.1080/02607476.2025.2532603
30. Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022).Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices.Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802
31. Xu, S., Connelly, M., & Chi, C. (2023). Narrative inquiry in China. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1327421
32. Ye, X., Cheng, T., & Yang, W. (2025). Learning engagement and professional identity among pre-service teachers: The sequential mediating role of adaptability and self-concept. Behavioral Sciences, 15(7), 881. https://doi.org/10.3390/bs15070881
33. Zembylas, M. (2018). Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications. Teaching and Teacher Education, 71, 12–18. https://doi.org/10.1016/j.tate.2018.08.011
34. Zhang, Y., & Wang, P. (2022). Twenty years’ development of teacher identity research: A bibliometric analysis. Frontiers in Psychology, 12, 783913. https://doi.org/10.3389/fpsyg.2021.783913
35. Zhang, Y., Lantolf, J. P., & Meng, Y. (2022). The emotion–intellect dialectic in an EFL teacher’s development of a research identity: A sociocultural perspective. System, 111, 102954. https://doi.org/10.1016/j.system.2022.102954

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

How to cite

Sumarniningsih, Iswati, H. D., Chakim, N., Tias, S. A., Ramadhan, R., Lolita, Y., Masitho, P. R., Masruria, W. W., & Mahardika, I. G. N. A. W. (2026). Authoring the Teacher Within: A narrative inquiry of Indonesian pre-service EFL teachers’ identity formation. Multidisciplinary Science Journal, 8(8), 2026535. https://doi.org/10.31893/multiscience.2026535

[1] Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013

[2] Arifin, Z., Hadi, S., & Rahman, F. (2023). EFL pre-service teachers’ professional identity in Indonesian secondary schools: A narrative study. JEELS (Journal of English Education and Linguistics Studies), 10(1), 199–235. https://doi.org/10.30762/jeels.v10i1.1082

[3] Bai, B., & Li, J. (2025). Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach. Teaching and Teacher Education, 135, 104965. https://doi.org/10.1016/j.tate.2025.104965

[4] Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System, 103, 102656. https://doi.org/10.1016/j.system.2021.102656

[5] Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252

[6] Brown, J. D., Collins, A., & Duguid, P. (2006). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032

[7] Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407

[8] Chan, C. K. K., Pang, N., & Ralph, E. G. (2023). Identity dissonance and resistance among novice EFL teachers in Asia. TESOL Quarterly, 57(2), 399–422. https://doi.org/10.1002/tesq.3367

[9] Clandinin, D. J. (2016). Engaging in narrative inquiry. Routledge.

[10] Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.

[11] Flores, M. A., & Matos, J. F. (2022). Teacher identity negotiation in initial teacher education: A longitudinal study. European Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/02619768.2022.2031234

[12] Guo, Z., & Sidhu, S. (2024). From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities. System, 118, 103246. https://doi.org/10.1016/j.system.2024.103246

[13] Huang, X., & Wang, C. (2021). Pre-service teachers’ professional identity transformation: A positioning theory perspective. Professional Development in Education, 50(1), 174–191. https://doi.org/10.1080/19415257.2021.1942143

[14] Humairoh, M. F. N., Widiati, U., Rabbianty, E. N., & Basthomi, Y. (2024). Pre-service English teachers’ beliefs about implementing digital multimodal composing in a teaching practicum context. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-04-2024-0201

[15] Krisdianata, Y. Y., & Mbato, C. L. (2022). Constructing teacher identity: Pre-service teacher resilience in school-based practicum experiences. Journal of English Language Teaching and Linguistics, 7(3), 556–570. https://repository.usd.ac.id/45981/1/9297_930-2994-1-PB+%25281%2529+1.pdf

[16] Lan, Y. (2024). Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training. Teaching and Teacher Education, 151, 104736. https://doi.org/10.1016/j.tate.2024.104736

[17] Li, X. (2023). A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning. Heliyon, 9(4), e15510. https://doi.org/10.1016/j.heliyon.2023.e15510

[18] Li, Y., & Khairani, A. Z. (2025). Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator? Teaching and Teacher Education, 133, 105021. https://doi.org/10.1016/j.tate.2025.105021

[19] Low, E. L., Goh, S. E., Tam, J. C. P., Brown, N., & Yeung, A. S. (2025). Factors influencing the growth of teacher identity and efficacy: Strengthening teacher learning using pre-service and in-service experiences. Professional Development in Education, 1–20. https://doi.org/10.1080/19415257.2025.2530604

[20] Meyer, D., Doll, J., & Kaiser, G. (2023). Professional identity of pre-service teachers: Actual and designated identity profiles and their relationship to teacher education programs. Frontiers in Education, 8, Article 1134848. https://doi.org/10.3389/feduc.2023.1134848

[21] Moradian, M. R., Ramezanzadeh, A., & Ershadi, F. (2023). Cultural identity construction of Iranian EFL teachers: A narrative study in the context of private language institutes. Qualitative Research Journal, 23(4), 471–486. https://doi.org/10.1108/QRJ-03-2022-0036

[22] Najjarpour, M. (2025). Teachers' perceptions of challenges to integrating social-emotional learning professional development into EFL teacher training programs. International Journal of Educational Research Open, 13, 100501. https://doi.org/10.1016/j.ijedro.2025.100501

[23] Roth, W.-M., & Lee, Y.-J. (2007). “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research, 77(2), 186–232. https://doi.org/10.3102/0034654306298273

[24] Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(11), e16361. https://doi.org/10.1016/j.heliyon.2023.e16361

[25] Tavakol, M., & Tavakoli, M. (2022). The professional identity of Iranian young-learner teachers of English: A narrative inquiry. Linguistics and Education, 72, 101101. https://doi.org/10.1016/j.linged.2022.101101

[26] Truong, K. D., Ngo, C.-L., & Li, B. (2025). The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review. Teaching and Teacher Education, 135, 104967. https://doi.org/10.1016/j.tate.2025.104967

[27] Ulla, M. B., Perales, W. F., & Tarrayo, V. N. (2024). ‘Becoming and being online EFL teachers’: Teachers' professional identity in online pedagogy. Heliyon, 10(4), e37131. https://doi.org/10.1016/j.heliyon.2024.e37131

[28] Varis, S., Heikkilä, M., Metsäpelto, R.-L., & Mikkilä-Erdmann, M. (2023). Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending. Teaching and Teacher Education, 129, 104354. https://doi.org/10.1016/j.tate.2023.104354

[29] Wong, C. Y. E., & Liu, W. C. (2025). Closing the gap of teacher professional identity in student teachers between coursework learning and teaching practice: Perspectives from Self-determination Theory. Journal of Education for Teaching, 51(4), 779–796. https://doi.org/10.1080/02607476.2025.2532603

[30] Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022).Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices.Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802

[31] Xu, S., Connelly, M., & Chi, C. (2023). Narrative inquiry in China. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1327421

[32] Ye, X., Cheng, T., & Yang, W. (2025). Learning engagement and professional identity among pre-service teachers: The sequential mediating role of adaptability and self-concept. Behavioral Sciences, 15(7), 881. https://doi.org/10.3390/bs15070881

[33] Zembylas, M. (2018). Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications. Teaching and Teacher Education, 71, 12–18. https://doi.org/10.1016/j.tate.2018.08.011

[34] Zhang, Y., & Wang, P. (2022). Twenty years’ development of teacher identity research: A bibliometric analysis. Frontiers in Psychology, 12, 783913. https://doi.org/10.3389/fpsyg.2021.783913

[35] Zhang, Y., Lantolf, J. P., & Meng, Y. (2022). The emotion–intellect dialectic in an EFL teacher’s development of a research identity: A sociocultural perspective. System, 111, 102954. https://doi.org/10.1016/j.system.2022.102954

Abstract

References

How to cite