Developing and validating three measures of possible language teacher selves

Karimi, Mohammad Nabi; Norouzi, Monireh

doi:10.1016/j.stueduc.2019.04.006

Cited by 5 publications

(3 citation statements)

References 44 publications

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“…Finally, in line with Karimi and Norouzi (2019), we found the concept and frame of possible selves to be a reliable and useful way of engaging with, supporting, and potentially motivating, teacher candidates.…”

Section: Discussionsupporting

confidence: 60%

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Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

Naltan,

Boonmoh

2024

Hum. Behav. Dev. Soc.

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The motivation of in-service English language teachers in Thailand was examined through the lens of possible language teacher selves. With English as a lingua franca and Thailand's emphasis on English proficiency, understanding teacher motivation is crucial. The qualitative narrative approach was adopted, involving semi-structured interviews with three participants having a minimum of three years of teaching experience. The study addressed the gap in literature regarding English teachers' possible selves and retention. The findings revealed the interplay of intrinsic and altruistic motives, self-concept, and career aspirations. Participants' motivations aligned with their ideal, actual, ought-to, and feared possible selves. Their reasons for teaching were in harmony with their aspirations, current self-perception, perceived obligations, and the desire to avoid negative outcomes. The findings have relevance for tailored professional development, student-centered approaches, recognition of non-native speaker strengths, and strategies to enhance teacher well-being. While limited by sample size and design, this research contributes to understanding teacher motivations and their implications for educational institutions.

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Section: Discussionsupporting

confidence: 60%

“…Feared Language Teacher Self: Encompasses negative versions of teachers' identities, revealing anxieties and potential barriers to effective teaching. Karimi and Norouzi (2019) recently found the constructs to be reliable measures. Teachers' fears about their future selves can limit their sense of control (Yuan, 2016).…”

Section: Possible Language Teacher Selvesmentioning

confidence: 99%

Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

Naltan,

Boonmoh

2024

Hum. Behav. Dev. Soc.

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“…Data were collected in two phases through a questionnaire and interviews. A questionnaire developed by Karimi and Norouzi (2019) was used as the instrument for this first phase of the study after obtaining the necessary permission from the authors. This Likert-type questionnaire consisted of two scales: 'Ideal Language Teacher Selves' and 'Feared Language Teacher Selves'.…”

Section: Data Collectionmentioning

confidence: 99%

Professional identity development of English teachers: A data‐driven model

Coşgun

Savaş

2023

Review of Education

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The present study aimed to explore the professional identity development of English teachers through the lens of the Possible Selves Theory, focusing on the experiences of three distinct groups of educators. An explanatory sequential mixed-method research design was employed using 194 student, novice and experienced English teachers working or studying at various state schools in Turkey. The findings suggested that teacher groups held similar perceptions of their ideals and fears and there was not a significant difference among student, novice and experienced English teacher groups in terms of their possible selves. Additionally, the results revealed that the participants placed a significant emphasis on factors such as professional development, language proficiency, professional competence, personal attributes and recognition in relation to their ideal language teacher selves. The major fears related to their professional identity included language incompetence, inadequate professional development, undesirable personal attributes, undesired professional tendencies and a lack of recognition. The participants also noted various external and internal factors that influenced their possible selves. Based on the findings, a data-driven model on English as a Foreign Language (EFL) Teacher Professional Identity Development (TPID) is proposed to contribute to the existing literature in the field.

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Applied linguistics researchers’ possible selves as motivational resources guiding their research productivity

Karimi

Asadnia

2020

Research in Post-Compulsory Education

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Developing and validating three measures of possible language teacher selves

Cited by 5 publications

References 44 publications

Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

Exploring Factors Influencing In-Service Teachers' Motivation to Teach English in Thailand

Professional identity development of English teachers: A data‐driven model

Applied linguistics researchers’ possible selves as motivational resources guiding their research productivity

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