This qualitative case study explores how English as a Second Language (ESL) pre-service teachers (PSTs) in Malaysia employ adaptation strategies to develop their professional identities during their simulated teaching class and teaching practicum. The study aims to understand how PSTs respond to the surrounding context as they construct their professional identities.
The researchers collected data through semi-structured interviews and classroom observations of five PSTs at a Malaysian university and public secondary schools in Kuala Lumpur. The study utilizes Ibarra's (1999) adaptation process model and Cross and Markus' (1991) concept of possible selves as a theoretical framework.
The findings revealed that in the supportive context of simulated teaching classes, PSTs successfully employed the adaptation cycle of observation, experimentation, and evaluation to develop their professional identities. They were able to observe peers, try out different teaching practices, and receive constructive feedback. However, in the more challenging practicum context, PSTs had to alter their adaptation strategies due to limited support and guidance. They relied on recalled images from prior experiences, constructed imagined images of mentors based on limited interactions, experimented alone in classrooms, and sought alternative forms of feedback.
The study concludes that program designers need to consider social interaction and integration within the professional context to enable adaptation processes that enhance PSTs' professional identity development. It contributes to the literature by proposing modifications to Ibarra's adaptation cycle model to account for challenging practicum contexts where the original strategies may not be feasible.
This research provides insights into PSTs' journey of professional identity construction and highlights the importance of supportive learning environments in teacher preparation programs. The findings have implications for improving practicum experiences and supporting PSTs' professional growth.