Investigating Pre-Service EFL Teachers’ Initial Motivations and Identity Formation: Evidence From an Indonesian University

Abstract

This study aims to explore the initial motivations of pre-service teachers to enroll in a teacher education program and investigate how the teaching practice within the program contributes to the development of their professional identity. The research was conducted as a case study within the English Teacher Education Department (ETED) at a university in Indonesia. A qualitative approach was employed, and data were collected through written narratives and semi-structured telephone interviews. The findings reveal that pre-service teacher’ initial motivations to pursue studies at ETED can be categorized into eight distinct factors: personal interest in teaching and English, social influences, personal ability, the desire to make a social contribution, sufficient time for family, interest in working with children or young learners, prior learning experiences, and engaging in role-playing as a teacher during childhood. Additionally, the teaching practice component of the program plays a significant role in shaping the pre-service teachers’ professional identity by enhancing their confidence, providing insights into the responsibilities of English teachers, strengthening their motivation to pursue teaching careers, and deepening their understanding of the qualities and skills required to be an effective English teacher. This study suggests that by considering the initial motivations of students, offering personalized support, and incorporating supplementary activities that address practical aspects of the teaching profession, the ETED can enhance the overall learning experience and better equip student teachers for their future roles as English teachers.