Adila Nuramalia Soliha
191102011239
Merdeka Curriculum is an innovation in the world of education that requires teachers to play an active role in developing their competencies in Indonesian context. This study aims to analyze teacher emotions that arise during curriculum changes, how language teacher identity in the teaching practices on curriculum changes that occur. A qualitative descriptive study was used as the research design. Three English teachers were invited as the research participants. Data collection encompassed in-depth interviews with the teachers and close ended question that which is presented through the google formula platform. Several significant findings from this study include that teachers have a different emotion in facing the curriculum change. Differences in teacher emotions are influenced by the factors of teaching location, teaching experience, teacher competency, and age. Curriculum changes also affect teachers' teaching practices in the classroom, the language teacher identity is affected by curriculum changes that occur, including in developing teaching materials, developing teacher digital literacy, implementing Projects to Strengthen the Pancasila Learner Profile (P5), and differentiated assessment in the Merdeka Curriculum. From these findings, it can be concluded that Curriculum changes in education have a significant impact on language teacher identity such as teachers' emotions, teachers' readiness in teaching and teachers' competencies. This study is expected to provide insights
and recommendations for education practitioners who focus on developing the education curriculum in Indonesia.
Keywords: Language teacher identity, teacher emotions, curriculum change, and Merdeka curriculum