Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Sagala, Deni Roulina
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

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

Found 1 Documents
Search

 1 
MEMBANGUN IDENTITAS PROFESIONAL: REFLEKSI DARI PROGRAM KAMPUS MENGAJAR Sagala, Deni Roulina; Evi Karlina Ambarwati
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 7 No. 1 (2025): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v7i1.150

Abstract

The development of a teacher's professional identity is important in the world of education but is often faced with challenges between theory and practice, especially for pre-service English teachers in Indonesia. This gap in understanding the profession's complexity can impact pre-service teachers' professional readiness and commitment. This study explores the influence of teaching mentoring experiences through the Kampus Mengajar Program on pre-service English teachers' professional identity formation. By employing a qualitative phenomenological approach, this study focuses on the reflections of a fifth-semester English Education Department student who participated in the program in 2023. Data were collected through reflective journals and semi-structured interviews and then analyzed using thematic analysis. The findings showed significant changes in pre-service teachers' views of the profession, improved pedagogical competence, and the formation of a stronger professional identity through self-reflection. The conclusion of this study emphasizes that field experience and deep reflection play an important role in building the professional identity of pre-service teachers who are ready to face the world of education.
Co-Authors Evi Karlina Ambarwati