Muhammad Nurtanto, Putu Sudira, Herminarto Sofyan, Nur Kholifah, Pardjono
The identity of vocational teachers is the main study in the development of teacher careers and acts in a professional manner that is oriented to the achievement of graduate competencies and graduates' recognition of the world of work. There are still very limited literature studies that focus on the identity of vocational teachers, most of which describe the identity of teachers in general, while vocational teachers have different functions and roles. Thus, the identity of vocational teachers is important to study and explore based on the findings that researchers have revealed and support the performance of future vocational teachers. Thirty-five research articles were analyzed to identify the professional identities of vocational teachers in the last decade which were reconstructed into their professional identities. Thus, this construction contributes to decision-making on the acceptance of new teachers, professionals, awards, or evaluating the status of teachers to be more stable in various changes and future challenges. The findings show that professional identity consists of seven components, namely a commitment to teaching, motivation to become a teacher, self-efficacy beliefs, job satisfaction, and sense of responsibility and orientation or competency in practical work. The commitment attributes are a priority aspect that is widely discussed and affects the career path of future teachers. © 2023 Author(s).
Department of Mechanical Engineering Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia; Departmenet of Postgraduate Program, Yogyakarta State University, Yogyakarta, Indonesia; Department of Clothing and Food Engineering, Yogyakarta State University, Indonesia
