PROFESSIONAL IDENTITY FORMATION OF PRE-SERVICE ECONOMICS TEACHERS THROUGH DOMESTIC AND INTERNATIONAL TEACHING PRACTICUM EXPERIENCES

Juwinda Lusi Apriliani, Ahmad Yusronil Wafi, Albrian Fiky Prakoso

Abstract


Purpose – The purpose of this study is to examine how professional identity is formed among pre-service economics teachers through meaning-making and professional reflection on teaching practicum experiences in domestic and international contexts.

Methodology – This study employed a qualitative descriptive design involving 15 pre-service economics teachers who had completed teaching practicums in domestic schools in Indonesia or at the Indonesian School of Kuala Lumpur (SIKL), Malaysia. Participants were selected through purposive sampling, comprising seven participants with domestic practicum experience and eight with international practicum experience. Data were collected through 40–60-minute semi-structured interviews and analyzed using Reflexive Thematic Analysis supported by NVivo 12 Pro.

Findings – The findings reveal that professional identity formation occurs through three interrelated processes: reconstructing initial expectations through meaning-making, developing professional reflection in response to diverse learning contexts, and forming professional vision that guides pedagogical decision-making. International teaching practicum experiences enriched this process through cross-cultural adaptation, whereas domestic experiences strengthened participants’ understanding of diverse student characteristics, school cultures, and socioeconomic contexts.

Contribution – This study extends the literature on professional identity formation by demonstrating that teaching practicum does not automatically shape professional identity; rather, identity develops through meaning-making and professional reflection across diverse teaching contexts. The findings highlight the importance of designing teacher education programs that provide diverse practicum experiences and systematically facilitate professional reflection.

Keywords


Professional Identity Formation; Pre-Service Economics Teachers; Teaching Practicum; Meaning-Making; Cross-Cultural Teaching

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References


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DOI: https://doi.org/10.36987/jes.v13i5.9800

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