IJIET, e-ISSN 2548-8430, p-ISSN 2548-8422, Vol. 3, No.1, January 2019 International Journal of Indonesian Education and Teaching http://e-journal.usd.ac.id/index.php/IJIET Sanata Dharma University, Yogyakarta, Indonesia 11 ENGLISH PRE-SERVICE TEACHERS’ IDENTITY DURING TEACHING PRACTICE: NARRATIVE RESEARCH Brigitta Shinta Hapsari and Ouda Teda Ena Sanata Dharma University bshintahapsari@gmail.com and ouda@usd.ac.id DOI: https://doi.org/10.24071/ijiet.2019.030102 received 16 December 2018; revised 4 January 2019; accepted 25 January 2019 Abstract This research attempts to discover the identities of pre-service teachers in a private university in Yogyakarta, in relation to their positioning of their students. In addition, this research also aims to study to what extent positioning can construct identities of the pre-service teachers. The participants of this research were two pre-service teachers of a private university in Yogyakarta. The data were obtained through interview. The findings of this research first showed that the pre- service teachers perceived various identities in relation to positioning of their students. However, it was found that there were different identities between the two participants even though they faced similar problems. Last, positioning might have a force for the pre-service teachers in constructing their identities. Keywords: pre-service teachers, identities, positioning theory, teaching practice Introduction As teacher candidates, pre-service teachers are required to shape their professional identities as pre-service teachers. These identities are shaped during their studying period, especially through courses related to teaching and pedagogy (Ivanova & Skara-Mincāne, 2016). Along with their studying period in university, teaching practice is also significant in developing pre-service teachers’ professional identity. As teaching practice gives the pre-service teachers real experiences of working in real schools, the pre-service teachers get some benefits for their professional development, Chan (2013) states that “through such practice student teachers are exposed to valuable opportunities to acquire professional knowledge, improve their teaching skills, and gain teaching competence” (p. 1). It shows that by doing teaching practice, the pre-service teachers are given opportunities to get professional knowledge, teaching skills, and teaching competence. Other than the benefits that the pre-service teachers get from teaching practice, the pre-service teachers also perceive their teachers’ identity through the interactions they do in schools toward their students and also their mentors. This is in line with Beauchamp and Thomas (2009) who state that “a teacher’s identity is shaped and reshaped in interaction with others in a professional context” (p.