A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia

Monitoring, Evaluation and Learning

The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession.


This is one of a series of working papers from RISE—the large-scale education systems research programme supported by the UK’s Department for International Development (DFID), Australia’s Department of Foreign Affairs and Trade (DFAT), and Bill & Melinda Gates Foundation.

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Ulfah Alifia
Rezanti Putri Pramana
Shintia Revina
Research Area 
West Java
Central Java
East Java
Research Topic 
novice teacher
teacher professional identity
identity formation
teacher policy
Publication Type 
Working Paper