Play and Imagination in Developing Language Teacher Identity-in-Activity

Golombek, Paula R.; Klager, Patrick

doi:10.5007/2175-8026.2015v68n1p17

Cited by 23 publications

(21 citation statements)

References 36 publications

(35 reference statements)

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“…We provide next evidence that social science teachers have more imagination than science teachers in Indonesian settings. Our study supports previous research (Chapman, 2008;Faizuddin et al, 2016;Golombek & Klager, 2015;Hoth et al, 2017). One interpretation for this result is linked to their a cognitive mental, reflected in imaging, imagining-that, and imagining-how.…”

Section: Discussionsupporting

confidence: 92%

Indonesian secondary teachers’ creative teaching

2021

ilkonline

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Weak-quality curriculum and instruction, educators' negative views in developing creativity, and a lack of educator flexibility, independency, and well-certified professional development are known as some barriers to implement creative teaching. The present study investigates the convergent, construct and discriminant validity of creative teaching instrument. Moreover, the present study explores the issue of teachers' creative teaching in Indonesian secondary schools by focusing on types of subject (science and social study). We followed a survey research design, using simple random sampling. A total of 150 students, which comprise 65 (43.3%) science teacher (physics, chemistry, mathematics, biology)) and 85 (56.7%) social science teacher (economics, geography, English, Indonesian language, sociology) in secondary school, have finished the questionnaire. The 30 (20%) are male teachers, 120 (80%) are female teachers. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and one-way multivariate analysis of variance (MANOVA) are carried out to analyze the data sample. EFA showed that the teachers' data included a six-factor structure: instructional designs; curiosity; creative thinking; imaginative utilization; problem solving; and excursion. The outputs of secondary-order CFA indicated that the hypocritical model provided an suitable fit to data sample. Finally, results of the present study reveal a not significant difference in creative teaching among groups. However, significant differences of imagination sub constructs were observed between science and social science teachers.

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Section: Discussionsupporting

confidence: 92%

Indonesian secondary teachers’ creative teaching

2021

ilkonline

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“…The rationale for this research was to gain important cultural perspectives of teachers working abroad and at home using a language different than their students'. As mentioned in the introduction, available research has shown that the role of a teacher's cultural background may have an impact on pedagogical choices in the classroom (Klager, 2015;Teng, 2017;Gao, 2012). While existing social differences are complex, the dynamic between teacher identity and classroom practices is especially important to note if environmental factors should be considered, similarly to the example provided in Teng's (2017) study which showed institutional influences and cultural factors at play.…”

Section: Methods and Data Collectionmentioning

confidence: 96%

“…While language teachers face dichotomies that are central to sociocultural theory (Brownell, 2017;Fielding, 2013), the construct of identity is positioned by historical forces as well as self-inquiry. Golombek and Klager (2015) explore how pedagogical approaches are altered when teachers are faced with cultural factors that resonate within institutional influences. Gao (2012) uses the term 'imagined identity' (p. 1) to describe the identity transformation that a teacher goes through by embedding and adapting behaviors by others around them.…”

Section: Background -Vygotskian Sociocultural Theory and The Link To ...mentioning

confidence: 99%

Researching Identity in Language Teachers – Current Challenges and Implications

Bacquet

2021

IJELS

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Language teacher identity has been at the forefront of pedagogical research in recent years; this has become particularly important due to the demographic changes seen throughout the world since 2015; since then, there have been significant changes in the cultural landscape of schools in general and language teaching in particular, which presents unique challenges for teachers in their process of identity construction. This study aims to explore the transformative nature of language teacher identity in two settings: teaching in online classrooms in one’s home country, and teaching in online classroom abroad. The research will explore how cultural identity shapes an educators’ relationship with students, how one’s own cultural identity influences methodological and pedagogical choices, how these can improve literacy in the young adult classroom, as well touching upon the relevance of cultural identity is in a developing teacher. The findings revealed a general consensus on the need to gear pedagogigcal practices towards a student-centered approach; they further showed a general split in how teachers view the role that cultural identity plays in the classroom: while some felt that local cultures hindered their approach to teaching, others felt it helped build rapport and understanding between teachers and learners.

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“…Schatz-Oppenheimer & Dvir (2014) showed how to help resolve the gap between fantasy and the professional reality of novice teachers, which is how "stories to live by" are supported. Golombek and Klager (2015) showed how imagining different perspectives in teaching is a way to support the creation of a new identity for a novice teacher. Another important way to support "stories to live by" is to support a beginning teacher's identity through diverse emotionally significant relationships in the micropolitical context of the school (Uitto et al, 2015b) or institutional support in providing opportunities (Huang et al, 2019).…”

Section: Professional Development Of Teachers Portrayed In Teachers' Storiesmentioning

confidence: 99%

Stories of Teachers’ Identity: Between Personal and Professional Experience

Lojdová¹,

Vlčková²,

Nehyba³

2021

Studia paedagogica

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Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010-2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.

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Play and Imagination in Developing Language Teacher Identity-in-Activity

Cited by 23 publications

References 36 publications

Indonesian secondary teachers’ creative teaching

Indonesian secondary teachers’ creative teaching

Researching Identity in Language Teachers – Current Challenges and Implications

Stories of Teachers’ Identity: Between Personal and Professional Experience

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