The paper titled "The impact of the intrapersonal, interpersonal and ecological factors on pre-service second language teachers' identity construction" by Taghreed El Masry and Eman I. Alzaanin focuses on exploring the factors that shape the professional identity construction of pre-service English as a Second Language (ESL) teachers in Malaysia during their microteaching classes and teaching practicum.
The study aims to investigate the intrapersonal, interpersonal and ecological factors influencing the professional identity development of five Malaysian pre-service ESL teachers. Using a qualitative approach, the researchers conducted semi-structured interviews and observations to capture the participants' experiences and perspectives as they constructed their professional identities.
The methodology involved following the pre-service teachers at key junctures in their identity development journey, from microteaching classes to the teaching practicum. This allowed for a comprehensive understanding of how their identities evolved over time in different contexts.
Key findings revealed that professional identity construction is a dynamic process influenced by multiple factors. At the intrapersonal level, lack of practical experience, intrinsic motivation, and low self-efficacy in English proficiency contributed to a low sense of professional identity initially. However, supportive interpersonal relationships and a facilitative environment in the microteaching classes helped foster a stronger professional identity.
In contrast, challenging interpersonal relationships and ecological factors during the practicum hindered identity development, leading to an identity crisis for some participants. Specifically, insufficient mentoring, communication issues with supervisors, and contextual challenges like poor school facilities and heavy workloads negatively impacted the pre-service teachers' confidence and sense of professional self.
The study concludes that professional identity construction is shaped by the complex interplay of intrapersonal, interpersonal and contextual factors. It highlights the need for teacher education programs to explicitly address professional identity development and foster supportive learning environments. The findings offer insights for enhancing pre-service teacher preparation, particularly in facilitating the transition from university to school settings.