Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia

Year 2025, Volume: 12 Issue: 1, 175 - 194

Lita Liviani Taopan , Sri Wuli Fitriati , Januarius Mudjiyanto , Zulfa Sakhiyya

https://doi.org/10.17275/per.25.10.12.1

Abstract

Becoming a teacher is a challenging decision for many individuals, as the teaching profession is inherently complex. Furthermore, the challenges increase significantly when one chooses to teach in rural areas. The study aims to explore the experiences of six novice English teachers from rural Indonesia on how TPACK framework has helped them shape their professional teacher identity. Using a narrative inquiry approach, data were collected through in-depth interviews and observations. The narratives were analysed based on the predetermined themes that covers novice English teachers’ career, their TPACK implementation, and how TPACK shape their professional identity. The analysis reveals that TPACK plays a significant role in the development of teacher identity, with each of its elements contributing significantly to different aspects of teaching. The findings indicate that a strong teacher identity emerges from a proportional understanding and effective implementation of the TPACK framework. Furthermore, the study highlighted the essential role of teacher education programs in providing pre-service teachers with comprehensive knowledge and experiences to foster identity formation. The relationship between the TPACK framework and teacher identity is found to be interconnected and complementary. Future research should explore the long-term impact of TPACK implementation on teaching practices and examine its effects in a more diverse and complex setting to obtain a broader understanding.

Keywords

TPACK framework, Narrative inquiry, Teacher identity, Remote island

Ethical Statement

There is no conflict of interest in this publication. All participants have agreed to be involved in this research without pressure and with the provision of anonymity. All authors in this article have agreed and reviewed the contents of this article according to their assigned portions. No human or animal objects were harmed in this study.

Supporting Institution

This research supported by Indonesian Endowment Fund For Education 2022.

Thanks

We are sincerely and deeply grateful to all those who have been involved in the research that resulted in this article.

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