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All Journal Journal of English and Education Jurnal Pengembangan Profesi Guru dan Dosen
Risdaneva
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”I feel unappreciated because I’m not the real teacher”: Understanding pre-service teachers’ emotions and identity Murtiana, Rahmila; Risdaneva
Journal of English and Education (JEE) Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): VOLUME 11 NO 1 MAY 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i1.39636

Abstract

This study explores the emotional experiences of pre-service teachers (PSTs) during their teaching practicum and examines how these emotions shape their emerging teacher identities. This narrative study explores the personal stories of five PSTs, each reflecting unique challenges and emotional responses. The data were gathered through in-depth interviews with each participant, analysed using narrative analysis, and presented as reconstructed stories. The findings reveal that PSTs frequently experience negative emotions such as frustration, anxiety, anger, and a sense of being unappreciated. These emotions arise from student behaviour and the challenges associated with classroom management. Positive emotions such as satisfaction and pride also emerge. However, the struggles with self-doubt and feelings of being undervalued were more prevalent. These narratives highlight the crucial role of understanding PSTs’ emotions as they navigate into the complexities of teaching practicum. The findings of the study underscore the need for emotional support, collaboration, and guidance to foster resilience and confidence among PSTs, ultimately shaping their sense of teacher identity in positive ways.  
Teachers’ Language Awareness in Indonesian EFL Context: A Systematic Literature Review Risdaneva
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 2 No. 2 (2025): Jurnal Pengembangan Profesi Guru dan Dosen
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v2i1.99

Abstract

This systematic literature review explores studies on teacher language awareness (TLA) within the Indonesian English as a Foreign Language (EFL) context. TLA is defined as the knowledge and metacognitive awareness that language teachers have of language, language use, and language teaching and learning. The reviewed literature consists of peer-reviewed articles and conference proceedings that were extracted from databases such as Google Scholar, JSTOR, ERIC, and SAGE Journals. The review synthesises empirical research on TLA, and closely related constructs such as language awareness, teacher awareness, multilingual beliefs in Indonesia, identifies gaps, and provides recommendations for teacher education and further research. Key findings reveal the key dimensions of TLA research In Indonesian EFL context, several mediating factors of TLA development, and several gaps in the literature as well as future directions of TLA research in Indonesia. These findings suggest that teacher language awareness notion is increasingly recognised and Indonesian EFL teachers exhibit growing awareness of their language practices. Implications for in-service professional development, pre-service teacher training, and policy are discussed. These recommendations are aimed at fostering more profound language awareness in Indonesian EFL teaching
Co-Authors Rahmila Murtiani