Beyond Technical Skills: The Integration of Language Competence into Professional Identity During International Teaching Practicum

Hidayati Hidayati; Urip  Sulistiyo; Delita   Sartika; Akhmad  Habibi

doi:10.31849/utamax.v7i1.23260

Authors

Hidayati Hidayati Universitas Jambi, Jambi, Indonesia
Urip Sulistiyo Universitas Jambi, Jambi, Indonesia
Delita Sartika Universitas Jambi, Jambi, Indonesia
Akhmad Habibi Universitas Jambi, Jambi, Indonesia

DOI:

https://doi.org/10.31849/utamax.v7i1.23260

Keywords:

Language competence, International teaching practicum, EFL student-teachers, Language teacher education, Intercultural pedagogy

Abstract

In the context of globalized teacher education, the integration of language competence into the development of professional identity among English as a Foreign Language (EFL) student-teachers remains insufficiently addressed. This study explores how non-native English-speaking student-teachers construct their professional identity through the lens of language competence during international teaching practicums. Employing a hermeneutic phenomenological approach, the research investigates the lived experiences of two Indonesian EFL student-teachers who participated in the Southeast Asian Ministers of Education Organization (SEAMEO) exchange program. Data collection involved semi-structured interviews and document analysis, including lesson plans, reflective journals, and mentor feedback. The analysis identified four key themes: language competence as a catalyst for identity formation, self-awareness as a foundation for professional growth, the integration of disciplinary knowledge into teaching practice, and student-centered engagement. The findings reveal divergent pathways in identity construction, shaped by how each participant perceived and responded to linguistic challenges. One student-teacher reframed language anxiety as an opportunity for transformation, while the other struggled with persistent self-doubt despite technical preparation. This study addresses a critical gap in teacher education literature by emphasizing how language competence functions as a core element of professional identity, rather than a supplementary skill. The results offer practical implications for designing teacher education curricula that prioritize reflective practice, language support, and identity development. By situating language competence within the broader process of becoming an effective educator, this study contributes to a more holistic understanding of teacher preparation in international and intercultural settings.

Author Biographies

Hidayati Hidayati, Universitas Jambi, Jambi, Indonesia

Hidayati is a lecturer in the English Education Study Program at Universitas Jambi, Indonesia. Her academic interests focus on English language teaching (ELT), curriculum development, and language assessment. With a dedication to improving language education in higher education contexts, she actively engages in research exploring pedagogical innovations and effective instructional strategies in English as a Foreign Language (EFL) settings.
Urip Sulistiyo , Universitas Jambi, Jambi, Indonesia

Urip Sulistiyo is a senior lecturer in the English Education Study Program at Universitas Jambi, Indonesia. His research focuses on English language pedagogy, teacher professional development, and applied linguistics. He has published widely on language teaching methodologies and is actively involved in national initiatives aimed at enhancing English education in Indonesian schools and universities.
Delita Sartika, Universitas Jambi, Jambi, Indonesia

Delita Sartika is a lecturer in the English Education Study Program at Universitas Jambi, Indonesia. Her academic interests include English language teaching, educational technology, and classroom assessment. She is particularly passionate about integrating innovative teaching strategies to enhance student engagement and learning outcomes in EFL contexts.
Akhmad Habibi, Universitas Jambi, Jambi, Indonesia

Akhmad Habibi is an associate professor in the English Education Study Program at Universitas Jambi, Indonesia. His research interests span educational technology, teacher education, and language learning motivation. He has published extensively in national and international journals and is actively involved in collaborative research projects focusing on digital pedagogy and professional development for English language teachers.

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