NOTICE OF THESIS EXAM ANDREAS ARIS ARDIANTO

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NOTICE OF THESIS EXAM

 

ANDREAS ARIS ARDIANTO

202300010010

 

 

JULY 01, 2026, 13:00 PM

Building C, 7th fl., Room: C706

 

Adviser           : Dr. Engliana

Examiners     : Ferdinan Okki Kurniawan, Ph.D. & Dr. Anna Marietta da Silva

 

Title

 EXPLORING THE METAPHORS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN JAKARTA: PROFESSIONAL IDENTITIES AND IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT

ABSTRACT

This study explored the metaphors used by junior high school English teachers in Jakarta to describe their professional identities and professional development journeys. Drawing on Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth (IMPG), the study investigated the metaphors teachers used, the meanings reflected in those metaphors, and their implications for professional development (PD). A qualitative case study design was employed. Sixteen junior high school English teachers participated in the study. Data were collected through metaphor elicitation prompts, written reflections, and semi-structured interviews. The findings revealed a range of metaphors, including gardeners, shepherds, bridge builders, rivers, puzzle solvers, chefs, warriors, birds, and sculptors. These metaphors reflected four themes: Teaching as Cultivation and Nurturance, Teaching as Navigation and Fluidity, Teaching as Connection, Guidance, and Construction, and Teaching as Transformation and Deliberate Influence. Using IMPG, the study suggests that reflective practice activities, mentoring and coaching, collaborative professional learning communities, and classroom-based inquiry may become suitable PD programmes for teachers, because they support teachers' professional growth more effectively when aligned with their professional identities and workplace contexts.

Keywords: teacher professional identity, professional development, metaphor analysis, conceptual metaphor theory, English language teachers