From Routine to Depth: Navigating Prospective Teachers’ Identity through Ignatian Pedagogy-based Critical Reflection
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Abstract
Studies on English teacher identity construction using critical reflection are abundant, but very few of them explored the reflection activities using the Ignatian Pedagogy (IP). This research seeks to figure out the identity construction of English Education Master’s Program (EEMP) students through reflection practices based on the IP model, involving stages of Context, Experience, Reflection, Action, and Evaluation (CERAE). The focus of this research is to answer a research question, namely “to what extent do EEMP students navigate their imagined identity as prospective teachers through the process of critical reflection?” To answer the question, the researcher used a case study method. Eighteen students who were enrolled in the English Teacher Identity Construction (ETIC) course offered by the English Education Master’s Program (EEMP) in a Jesuit-run university in Indonesia took part in the IP-based reflection, through which they engaged in personal reflective journals and guided-collaborative reflections. The findings suggested that professional selves demand to prioritize students’ real needs (e.g., antibullying materials) although it may deviate from the assigned materials. Next, the studies have highlighted the findings using Norton’s (2013) imagined identity and community framework, namely theoretical exposure, hopeful imagination, possible selves, social ideologies, and hegemonies. The recommendations for future studies focus on the quantity and quality of the learning materials and the alternative methods of data collection using exploratory or explanatory mixed methods.
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References
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