Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context

Dina Rachmawati, Emi Emilia, Iwa Lukmana


This study is intended to determine the self-concept of English Foreign Language (EFL) Pre-service Teachers. The self-concept used in this study was adapted from the self-concept of Burns, (1982) and the Teachers’ Competence of Indonesia Government Regulation no. 19 article 28 (2005). The self-concept is divided into three aspects: academic self-concept, which is comprised of pedagogic and professional self-concept, social self-concept, and emotional self-concept. The data was collected through the five Likert-scale of closed-ended questionnaire. The questionnaire contains thirty items which represent the aspects of self-concept. The questionnaire was distributed to fifty participants of a pre-service program of English Education Department of Indonesia University of Education. Descriptive statistics were used to analyze the data. The findings show that most of the participants in this study have medium and high average on the three aspects of self-concept. The findings suggest that the participants of this study perceive themselves as prospective English teachers positively.


Key words: Pre-service Teachers; Pre-service teaching program; Self-concept

Full Text:



Adodo, O. A. (2012). Predictive study of pre–Service teachers’ gender, self-concept, interest and attitude towards interactive computer technology (ICTS) in Nigeria. Journal of Educational and Social Research. 2(3). http://doi:10.5901/jesr.2012v2n3p145

Alkharusi, H. et al. (2011). Knowledge, skills, and attitudes of preservice and inservice teachers in educational measurement. Asian-Pacific Journal of Teacher Education. 39(2).

Arnaiz & Guillen. (2012). Self-concept in university-level FL learners. International Journal of Humanities. 2(4). http://www.Humanities-Journal.

Ayodele, J. (2011). Self-concept and performance of secondary school students in mathematics. Journal of Educational and Developmental Psychology. 1(1).

Bailey, M. (2006). Language teachers supervision, a case-based approach. New York. Cambridge University Press.

Berry, A. (2008). Tension in teaching about teaching. Ohio. Springer.

Bhargave, A. & Pathy, M. K. (2014). Attitude of student teachers toward teaching profession. Turkish online Journal of Distance Education. Learning and Instruction. 12(3).

Boekaerts, M. (1991). Subjective competence, appraisal and self-assessment. learning and instruction 1(1).

Briztman,P. D. (2003). Practice makes practice. State University of New York Pres. Unites State of America.

Brown, H. Douglas. (2001). Teaching by principle: An Interactive Approach to language pedagogy. Addison Wesly Longman. Inc. New York.

Brooks, V., Abbott, I., Huddleston, P. (2012). Preparing to teach in secondary schools; a Student teacher’s guide to professional issues in secondary education. New York. McGraw-Hill Education.

Burns, B. (1982). Self-concept development and education. Great Britain. Henry Ling Ltd.

Byrne, B.M. (1996). Measuring self-concept across the life span. Washington, DC: American Psychological Association.

Calhoun, E. and Weil, M. (2000). Model of teaching 6th edition. Person Education Company. USA.

Cohen & Manion.(2007). Research method in education. Oxon. Routledge.

Coolican, H. (2014). Research methods and statistics in Psychology. New York. Psychology Press.

Cresswell, w. (2012). Education research; Planning, conducting and evaluating quantitative and qualitative Research. Boston. Pearson Education.

Cresswell & Clark. (2007). Designing and conducting mixed methods research. California. Sage Publication, Inc.

Davies, T. (2013). Incorporating creativity into teachers practice and self-concept of professional identity. The Journal of Educational Change. 4(1).

Dermitzaki, I. & Efklides. (2000). Aspect of self-concept and their relationship to language performance and verbal reasoning ability. 113(4):621-37.

Door, V. (2005). Viewing self-concept: The Social/ nonsocial, psychodynamic, and cognitive problem solving model relationships to outstanding creative and innovative performance. A Disertation. University of Oklahoma.

Dornyei, Z. (2010). Questionnaires in second language research, construction, administration, and processing. New York. Routledge.

Dornyei, Z. (2005). The Psychology of the language learner; Individual Differences in second language acquisition. Lawrence Erlbaum Associates, Inc.

Eccles, S. J. & Wigfield. A. (2002). Motivational beliefs, values, and goals. 53:109-32. http://

Eggen, P. & Kauchak, D. (2007). Educational Psychology: Windows on Classrooms. Columbus, Ohio. Pearson.

Esther, T.,C. (2001). Teachers’ sense of their professional identity. (Dissertation)

Fetherston, T. (2006). Becoming an effective teachers. Australia. Thomson Nelson Australia Pty Limited.

Garzarelli. P., Everhart, B., Lester, D. (1993). Self-concept and academic performance in gifted and academically weak students. 28(109):235-7.

Guive, I. (2004). A Qualitative Study of perception of prospective social studies teachers toward school practices. Educational Sciences. 4(2):291-300.

Hammond , D. L. & Bransford, J. ( 2005). Preparing teachers for a changing World; What teachers should learn and able to do. San Fancsico. A Wiley Imprint.

Hattie, J.A. (1992). Self-concept. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hismanoglu, M. (2012). Prospective EFL teachers’ perception of ICT integration: a case study of distance higher education in Turkey. Educational Technology & Society. 5(1);185-196.

Kerr, B. (2009). Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, California Sage Publication Inc.

Kumazawa, M. (2013). Gaps too large: four novice EFL teachers’ self-concept and Motivation. Teaching and Teacher Education. 33. 45-55. http://doi.10.1016/j.tate.2013.02.005

Lipka, P. R. & Brinthaupt, M. T. (1999). The Role of self in teacher development. State University of New York Press, Albany.

Masari, A.,G. & Petrovici, C. (2014). Critical Perspective regarding pre-service teacher training and competence needed of kindergarten teachers from Romanian education system. Procedia – Social and Behavioral Sciences. 146: 22-27. htpp://doi.10.1016/j.sbspro.2014.08.081

Mercer. S. (2011). Towards an understanding of language learner self-concept. New York. Springer.

Miles & Huberman. (1994). Qualitative Data analysis. United State of America. Sage Publications Ltd.

Mclnereney, M., Cheng. W. R., Mok, C. M., Lam, H. K. A. (2012). Academic Self-concept and learning strategies: direction of effect on student academic achievement. 23(3): 249-269.

Moen, M.,K. & Green, K. (2014). Physical Education teacher education in Norway: the perceptions of student teachers. Sport, Education and Society. 19(6):806-823.

Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: implication for the practicum. Teaching and Teacher Education. 22(2):205-218.

Nordin, H., Davis, N., Arifin, T. F. T. (2013). A Case study of secondary pre-service teachers’ technological and content knowledge mastery level. Procedia. 103(1):1-9. http://doi.10.1016/j.sbspro.2013.10.300

Pajares, F. & Schunk, E. (2005). Self-efficay and self-concept Beliefs: Jointly Contributing to the Quality of Human life. In Marsh, H., Craven, R., Mcinerney (Eds.), International Advances in Self Research: New Frontiers for Self Research. Unites State of America: Information Age Publishing, Inc.

Powel, C. (2009). The Role of concept of self and societal expectancies in academic and career achievement. Journal of Adult Education. 38(2):32-40.

Perger, M. (2001). Professional self-concept of teacher training college students in Hungary. 8(1):69-78.

Ricards & Farrell. (2005). Professional Development for Language Teachers; Strategies for Teachers Learning. United State of America. Cambridge University Press.

Shavelson, J. R. & Bolus, R. (1981). Self-concept: the interplay of theory and methods. Journal of Educational Psychology. 74(1).

Silverthorn, N., DuBois, D. L., Crombie, G. (2005). Self-perceptions of ability and achievement across the high school transition: Investigation of a state-trait model. 73(3): 191-218.

Stronge, H.J. (2007). Qualitites of Effective Teachers. Virginia USA. The Association for Supervision and Curriculum Development.

Stronge, H.J. (2010). Effective Teachers = student achievement: What the research says. New York. Eye On Education, Inc.

Stronge, H.J. (2010). Evaluating what good teachers do: Eight research-based standards for assessing teacher excellence. Larchmont, NY. Eye on Education, Inc.

Sun, J. & Es, V. E. (2015). An Exploratory study of the influence that analysing teaching has on preservice Teachers’ classroom practice. 66 (3).

Tabassum, F., Ali, A. M., Bibi, F. (2014). Comparison of professional self-esteem of public and private teachers. Journal of Humanities and Social Science. 1(18).

Tonelson, W. S. (1981). The Importance of teacher self-concept to create a healty psychological environment for Learning. 102(1):96-100.

Tattersall, R., W. (1979). Patterns of change in teaching anxiety, profesional self-concept and self-concept during an extended practicum; a Study of student Teachs in Simon Fraser University’s Edu. (a Thesis)

Tokmak, S. H. (2015). Pre-service teachers’ perception of TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education. 43(5);392-410.

Valli, P, Perkkila, P., Valli, R. (2013). Can I be a better teacher? development of Finnish adult preservice teachers’ pedagogical thinking. Procedia-Social and Behavioral Sciences. 106, 1306-1320. http://doi:10.1016/j.sbspro.2013.12.146

Vitro, T., F. (1971). The Self- Concept in Education. New York: Mss Educational Publishing Comp Inc.

Walton, E. & Rusznyak, L. (2013). Pre-service teachers’ pedagogical learning during practicum placements in special schools. Teaching and Teacher Education. 36, 112-120.

Woo, TO. & Frank, N. (2000). Academic Performance and Perceived Validity of Grades: an Additional Case for Self-Enhancement. Journal of Psychology. 14(2), 218-26.

Wylie, R.C. 1979. The self-concept: Theory and research on selected topics, vol. 2. Lincoln: University of Nebraska Press.

Xiang, P & Lee, A. (2002). Achievement Goals, Perceived Motivational Climate, and Students’ Self-Reported Mastery. Asia-Pacific Journal of Teacher Education. 73(1), 58.

Yeung, S.A., Craven. G. R., Kaur, G. (2014). Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students. Asia-Pacific Journal of Teacher Education. 42(2), 305-320.



  • There are currently no refbacks.

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2021 Journal of English Language Studies.

View My Stats