Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal ELITERATE : Journal of English Linguistics and Literature Studies
Zaiturrahmi Zaiturrahmi
Jabal Ghafur University
Humanities Education Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
REFLECTIVE MENTORING AND EFL STUDENT TEACHERS’ PROFESSIONAL IDENTITY: A FUNDS IDENTITY PERSPECTIVE Nadhiratul Ulfa; Fauziah Fauziah; Zaiturrahmi Zaiturrahmi
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 2 (2026): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i2.87007

Abstract

This study highlights that although many studies have examined reflective mentoring in EFL teacher education, only a few studies have linked it with the Funds of Identity theory. This study aims to investigate the influence of reflective mentoring on the professional identity development of EFL student teachers. Using a qualitative case study design, this research involved eight EFL student teachers from the English Education Department at Jabal Ghafur University who were undergoing teaching practicums. Data were collected through reflective journals and semi-structured interviews, then analyzed using thematic analysis. Guided by the Funds of Identity framework, the findings indicate that reflective mentoring supports the development of self-awareness, self-confidence, pedagogical competence, and reflective thinking. The findings also showed that professional identity construction was influenced by several sources of identity, particularly social relationships with mentors and peers, past learning experiences, language-related experiences, personal values, and future aspirations. Among these sources of identity, social relationships emerged as the most dominant factor. This study implied that reflective mentoring can support the development of more reflective, confident, and competent EFL student teachers.
Co-Authors Fauziah Fauziah Nadhiratul Ulfa