Kristian Florensio Wijaya

External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era

Introduction

External factors sustaining indonesian efl teachers’ professional identity in the 21st century era. Discover external factors crucial for sustaining Indonesian EFL teachers' professional identity in the 21st century. This study emphasizes teacher development for better learning outcomes.

Abstract

Becoming more professional teachers is an indispensable thing that matters most in this 21st-century era as more fruitful learning outcomes attainment will be fully obtained by learners. This present small-scale qualitative investigation employed a library study approach to generate more reliable research results that can help Indonesian EFL teachers to cultivate a robust professional identity construction in the 21st-century era. For the data analysis processes, the researcher employed a library analysis method by reviewing the major research findings addressed by 20 previously-published professional identity studies published in Indonesian EFL teaching-learning settings. During the data analysis stage, the researcher concurrently utilized a thematic analysis approach to yield more understandable research results for the targeted research site. All these findings suggested educational institutions prioritize the continual development of Indonesian EFL teachers’ professional identity in order to bring about more qualified educational outcomes to all learners.     

Review

This article tackles a pertinent and timely subject concerning the professional identity of Indonesian EFL teachers within the dynamic landscape of the 21st century. The abstract effectively highlights the crucial role of highly professional educators in achieving optimal learning outcomes, thereby establishing a clear justification for investigating factors that sustain teacher identity. The study aims to support the cultivation of robust professional identity among these educators through a stated "small-scale qualitative investigation" employing a "library study approach." Methodologically, the abstract indicates a review of 20 previously-published professional identity studies within Indonesian EFL contexts, analyzed using a "library analysis method" alongside a "thematic analysis approach." While a synthesis of existing literature is a valuable endeavor, the description of this approach as a "small-scale qualitative investigation" could benefit from greater precision; terms like systematic literature review or meta-synthesis might more accurately reflect the methodology. Additionally, the abstract's assertion of generating "more reliable research results" necessitates a thorough articulation of the rigor applied in selecting, evaluating, and analyzing the reviewed studies to ensure the robustness of the synthesis. Crucially, the abstract concludes with a general recommendation for educational institutions without specifically detailing *which* external factors, as promised by the title, were actually identified and discussed in the study. Despite these areas for clarification, the initiative to synthesize existing research on Indonesian EFL teachers' professional identity is commendable and holds significant potential for advancing understanding in the field. A robust and clearly articulated review of this nature could offer valuable insights into the complexities of teacher identity formation and maintenance. For the full paper to fully realize its potential and impact, it should provide a more comprehensive and transparent account of its methodological execution, particularly concerning the systematicity of its literature review and thematic analysis processes. Furthermore, explicitly outlining the key "external factors" identified in the findings would significantly enhance the paper's contribution and directly address its central research question, thereby moving beyond a generalized conclusion.

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