A critical reflection on (re)construction of my identity as an English language learner and English teacher

Safari, Parvin

doi:10.1080/19415257.2017.1387866

Cited by 11 publications

(4 citation statements)

References 30 publications

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“…Meanwhile, a supportive and warm environment can increase student confidence to articulate their feelings without fear of rejection or judgment (Safari, 2018). In Arabic at Madrasah Aliyah, teachers have provided opportunities for students to express their feelings, thoughts, and inner worlds in learning Arabic.…”

Section: Discussionmentioning

confidence: 99%

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Hamidah,

Wahdah,

Mubarak

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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To realize the driving of teachers as planned by the government, it cannot be separated from various forms of professional competence that must be mastered as teachers’ identity. However, the identity, which is the qualification standard, is not evenly shared by Arabic language teachers, especially in several districts in the Kalimantan region. Therefore, this research aims to describe the identity of Arabic teachers as driving teacher resources in Arabic language learning to become driving teacher figures in the Kalimantan Region. This research uses a mixed method, combining qualitative and quantitative methods using a concurrent triangulation design. The research results show that the identity of Arabic teachers in Central Kalimantan is formed from their experiences so far, which require them to do more even though some do not have a non-Arabic language educational background. The emotional aspect of Arabic teachers who teach the Arabic language used in the Al-Quran and hadith fosters the teacher's enthusiasm to become a motivator, inspiration, and facilitator who always looks for solutions to problems in learning Arabic. Even though the teachers are located in the regions, this does not reduce the teachers' identity as teachers with pedagogical, social, personal, and professional competencies. Individuals who play the role of teachers always learn continuously throughout life and have the moral, emotional, and spiritual maturity to behave according to a code of ethics: planning, implementing, reflecting, and evaluating learning. This research recommends exploring the identity of Arabic teachers not only at the regional level but also at the national level.

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Section: Discussionmentioning

confidence: 99%

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Hamidah,

Wahdah,

Mubarak

et al. 2023

Jurnal Pendidikan Bahasa Arab & Kebahasaaraban

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“…Professional development in the positions they accept and sometimes the teaching profession are essential to shaping their identity. Their professional identity can be seen as constantly changing and evolving based on their personal and professional experiences (Alsup, 2005;Cummins et al, 2015;Evans & Fisher, 2022;Horowitz et al, 2018;Safari, 2018). Therefore, articulating their beliefs and practices about teaching through reflection can be a powerful way to understand themselves better in the context of the schools in which they work.…”

Section: Discussionmentioning

confidence: 99%

Investigating The Arabic Teachers Efficacy to Become a Driving Teacher

Wahdah,

Hamidah,

Mubarak

et al. 2023

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This study aims to investigate the efficacy aspects of Central Kalimantan Arabic teachers, such as level, strength, and generality to become a driving teacher. This study used a mixed method by combining qualitative and quantitative designs (concurrent triangulation) by recruiting 19 (nineteen) Arabic teachers at Madrasah Aliyah level from several districts/cities in Central Kalimantan province, Indonesia. The results of this study indicated that the three aspects of the Arabic teachers already have high self-efficacy to become a driving teacher with an average score of 3.79. This is based on their enthusiasm to learn how to use IT in the teaching process and their ability to instill character education and be able to be flexible in dealing with diverse student behavior. However, some difficulties arise from aspects of strength such as difficulties in reflecting and evaluating student-centered learning outcomes and involving the students’ parents.

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“…Professional identity has been studied extensively. For example, researchers have recently examined professional identity among primary school teachers (Blackmore et al, 2018), subject teachers (Safari, 2018), and in early education (Trodd and Dickerson, 2019). The professional identity of PE teachers and student teachers has also been widely studied.…”

Section: Teachers’ Professional Identity Constructionmentioning

confidence: 99%

Informal learning contexts in the construction of physical education student teachers’ professional identity

Virta

Hökkä

Eteläpelto

et al. 2022

European Physical Education Review

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This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional identity construction? The data consisted of 20 semi-structured interviews with PE student teachers during the final teaching practice period. The data were analysed using structural and pattern coding methods. The analysis revealed that informal learning contexts contributed to three elements of professional identity construction: professional ambitions, professional values and principles, and professional knowledge and competencies. Three distinct forms of relationships between informal and formal learning contexts in the construction of professional identity were also discovered: complementary, reconstructive and disconnected. Informal learning contexts appear highly influential in the construction of professional identity. The results also point towards a holistic notion of professional identity, where professional and personal aspects of identity merge and overlap in the construction of professional identity.

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A critical reflection on (re)construction of my identity as an English language learner and English teacher

Cited by 11 publications

References 30 publications

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Identity Exploration of Arabic Teachers: the Efforts to Become a Driving Teacher

Investigating The Arabic Teachers Efficacy to Become a Driving Teacher

Informal learning contexts in the construction of physical education student teachers’ professional identity

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