[1] Hossler D, Bontrager B. Origin of strategic enrollment management. Handbook of strategic enrollment management. Jossey-Bass; 2015.

[2] The Regulation of Indonesian Ministry of Research, Technology, and Higher Education s.55 Year 2017 about the Standard of Teacher Education.

[3] Schultz DP, Schultz SE. Theories of personality. Belmont: Wadsworth, Cengage Learning; 2009.

[4] Feist J, Feist GJ. Theories of personality. The McGraw−Hill Companies Inc.; 2008.

[5] Mayes C. The teacher as an archetype of spirit. Journal of Curriculum Studies. 2002;34(6):699-718.

[6] Wong RMH. Immersion and motivation to become teachers: A comparative study. Theory and Practice in Language Studies. 2019;9(5):510-520.

[7] Yoshida H. A repeated cross-sectional study on Japanese pre-service teachers’ motivation to become elementary and secondary school teachers. International Journal of Social Science and Humanity. 2016; 6(6):412-418.

[8] Wong R. Becoming an EFL teacher: A re-investigation of student teachers’ motivation. English Language Teaching. 2020;13(5):64-79.

[9] Sari K. Perencanaan karir mahasiswa BK dalam menghadapi kompetisi pendidikan di era MEA. Jurnal Dosen PGRI Palembang. 2018;16(1):1-8.

[10] Nikolic MM. Development of preschool student teachers’ competencies for career development and management. In the Proceedings of Professional Competences for Teaching in the 21st Century. Organised by the Faculty of Education in Jagodina, 52-66 (23-25 May 2019).

[11] Ulaş Ö, Yildirim İ. The development of career decision-making self-efficacy scale. Turkish Psychological Counseling and Guidance Association. 2016;6(45):77-90.

[12] Aka EI, Taşar MF. Prospective science teachers’ views on career planning and their self-efficacy levels for career decision-making. International Online Journal of Education and Teaching. 2020;7(3):960-975.

[13] Steenekamp K. Enabling the development of student teacher professional identity through vicarious learning during an educational excursion. South African Journal of Education. 2018;38(1):1-8.

[14] Zhang LY, Wang XQ. Reliability and validity of the student teacher professional identity scale in pre-service kindergarten teachers. Open Journal of Social Sciences. 2018;6(8):252-260.

[15] Zhu G. EFL student teachers’ professional identity construction: A study of student-generated metaphors before and after student teaching. Journal of Language, Identity & Education. 2020; (7-July);1-16.

[16] Živković P. Concurrent validity of the student teacher professional identity scale. International Journal
of Cognitive Research in Science, Engineering and Education. 2018;6(1):13-16.

[17] Setiaji K, Azaliawati AN. Influence of motivation, self-efficacy and career expectations towards
commitment to be economics teacher. Econosains. 2018;16(2):135-145.

[18] Surya P. Designing initial teacher education’s curriculum towards the standardisation of teacher
competence: A case study of an Indonesian public university post-teacher act no.14/2005. MPhil Dissertation: University of Aberdeen; 2019.

[19] Indonesian Law. (Teacher and Lecturer) Act 2005 s14 (IDSA).

[20] Tilaar HAR. Membenahi pendidikan nasional. Jakarta: Rineka Cipta; 2009.

[21] Grant MJ, Booth A. A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal. 2009;26(2):91–108.

[22] Arikunto S. Metode penelitian. Revised Edition, 14th Issue. Rineka Cipta. 2010;

[23] Miles MB, Huberman AM. Analisis data kualitatif buku sumber tentang metode-metode baru. Universitas Indonesia Press; 2014.

[24] Henderson SE. SEM and the student journey: The role of strategic enrollment management in student engagement. Strategic Enrollment Management Quarterly. 2017;4(4):144-155.

[25] Gilbert T. The everlasting archetypes. Beginnings American Holistic Nurses Association. August 2018; 16-27.

[26] Silva LAA. Teacher archetypes: Perceptions of nursing students. Texto Contexto Enferm. 2015;25(2): 1-8.

[27] Smolinska O, Dzyubynska K. Professional self-development of a teacher of a higher education institution: Interdisciplinary aspect. Journal of Vasyl Stefanyk Precarpathian National University. 2020;7(1):41-47.

[28] Erickson LB, Pinnegar S. Consequences of personal teaching metaphors for teacher identity and practice. Teachers and Teaching: Theory and Practice. 2016; (06 July):106-122.

[29] Yoshida H. A repeated cross-sectional study on Japanese pre-service teachers’ motivation to become elementary and secondary school teachers. International Journal of Social Science and Humanity. 2016;6(6):412-418.

[30] Bergmark U. Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education. 2018; 41(3): 1-16.

[31] Ulaş Ö, Yildirim İ. The development of career decision-making self-efficacy scale. Turkish Psychological Counseling and Guidance Association. 2016;6(45):77-90.

[32] Theodora BD. Academic information to support career plan for high school student. In the proceedings of 1st International Conference on Advance and Scientific Innovation, Conf. Series 1175; 2019:1-6. The conference was conducted in 23-24 March 2018, in Medan, Indonesia.

[33] Aka EI, Taşar MF. Prospective science teachers’ views on career planning and their self-efficacy levels for career decision-making. International Journal of Education and Teaching. 2020;7(3):960-975.

[34] Jackson D. Developing pre-professional identity in undergraduates through work-integrated learning. Higher Education. 74(22 November 2016). 2017; 833–853.

[35] Steenekamp K. Enabling the development of student teacher professional identity through vicarious learning during an educational excursion. South African Journal of Education. 2018;38(1):1-8.

[36] Ungar OA, Baruch F. Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education 2018;73:183-191.

[37] Mohammed Z, Vlacke M, Wever BD. Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks. Journal of Education for Teaching. 2016;4(2):151-170.

[38] Syahrial, S. Asrial, A. Kurniawan, D.A., Subandiyo, M. Pedagogic competence and Indonesian language competence pre-service teacher of elementary program. International Journal of Scientific and Technology Research. 2019;8(10):851-856.

[39] Aslan M, Bakir AA. Evaluation of prospective teachers in terms of academic self-efficacy and professional competence. European Journal of Educational Research. 2017;6(4):553-563.

[40] Ahmetoglu E, Acar IH. The correlates of turkish preschool preservice teachers’ social competence, empathy and communication skills. European Journal of Contemporary Education. 2016;(16):2.