Pre-Service teachers professional identity: the roles of training and internship program at Uinsa Surabaya

The performance of teachers in classrooms is closely intertwined with their professional identity. The teacher professional identity (TPI) is tightly related to a strong knowledge base, a commitment to maintaining the needs of students, a professional commitment to community identities, and professional autonomy to have control of classroom activities. The development of a teacher's professional identity is a multifaceted process and ever-evolving journey that requires raising through initial teacher programs. Thereby, this study aims to identify how teacher initial programs facilitate an English pre-service teacher of UIN Sunan Ampel Surabaya to construct teacher professional identity through their teaching reflection. This qualitative study employed document analysis and structured interviews as instruments for data collection. The results of this study were analyzed using the theory of Lamote and Engels, in particular, professional orientation is one of the four dimensions of TPI. The findings revealed that during training programs English pre-service teachers are met with several points of professional orientation called (1) teaching needs, (2) teaching collaboration, (3) teaching innovation, (4) classroom need, (5) classroom management, (6) applied new learning activities. During the training program, PSTs get a wide range of competencies, including pedagogical skills, transversal abilities, and the comprehension of educational tools. On the other hand, the internship program helps English PST to more consider teacher professional identity. It is demonstrated through TPI points that are broader than the training program. The points are (1) teaching needs, (2) students-needs, (3) teacher professional behavior, (4) teaching collaboration, (5) teaching innovation, (6) classroom need, (7) classroom management, (8) applied new learning activities. Hence, English PST are successful in growing their identity as a real teacher through their experiences in internship.