| dc.description.abstract | Despite the growing number of research studies on beliefs of pre-service teacher about
online learning that have been widely carried out, there seems to be insufficient research
discussing their beliefs that build their identity as teachers. Moreover, research on beliefs about
online learning as a means to shape teacher's identity is very rarely captured in this pandemic
condition, especially in the Indonesian context. In addition, research on belief and teacher
identity that has been carried out is mostly focused on offline. To fill this void, this study aims
to examine how pre-service teacher’s belief in online learning as means to shape their identity
as a teacher. This study also aims to retell the story of a pre-service teacher who recalls her
experience of the process of her belief being formed so as to build the perception of identity to
become a teacher in the future. Narrative inquiry is used as the research method that
investigated beliefs and identity of the EFL pre-service teacher in online teaching in relation to
complex real experiences (the dimensional space includes past, present, and future
experiences). The research was conducted through in-depth online interviews. Teacher diaries
from the participant were also used as additional data. Furthermore, in analyzing the data,
stages from data transcription, member-checking, and coding were applied in this study. The
results showed that Caca’s (pseudonym) environmental factors originating from family, school,
and social backgrounds greatly influenced her belief in establishing herself as an educator. The
belief influenced her identity as a teacher after exploring the world of education and
experiencing the advantages and disadvantages of teaching online in this COVID-19 pandemic
situation. Reflections from the participant also affect her current experience as a pre-service
teacher. In this reflection, the participant gives credence to that belief and identity are
interrelated when teaching using technology in it. This finding has pedagogical implications
that can be considered by academic practitioners, both those who will become a prospective
teacher and those who have become teachers. | en_US |
