Preservice teachers’ identity construction: emergence of expected and feared teacher-selves

Sallı, Ayşegül; Osam, Ülker Vancı

doi:10.1007/s11135-017-0629-x

Cited by 11 publications

(8 citation statements)

References 40 publications

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“…The results of the present study are consistent with those of previous studies on the professional identity of EFL teachers. Similar to the current study, previous research has found that teachers have fears about becoming incompetent in subject knowledge and teaching characteristics (Quinto et al, 2020), difficulties in classroom management and applying teaching strategies (Sallı & Osam, 2018), and losing motivation and becoming inadequate (Yavuz Tabak et al, 2021). The study by Florida and Mbato (2020) found that novice English teachers feared students' lack of success, whereas experienced teachers did not mention any fears related to teaching practices.…”

Section: Discussionsupporting

confidence: 84%

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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Section: Discussionsupporting

confidence: 84%

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

Coşgun

Savaş

2023

Review of Education

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“…Е. Г. Белякова исследует «субъективную удовлетворенность студентов уровнем собственного профессионального развития в условиях вузовского обучения» в контексте формирования профессионально-личностной рефлексии будущих учителей [21], М. Н. Дудина изучает их самооценку в ориентации на требования социума к профессии [22]. M. Izadinia рассматривает профессиональную рефлексию как важнейший результат развития профессиональной идентичности педагога [23], связанный с формированием ценностных ориентаций педагогов (A. Salli, Ü. V. Osam) [24]. F. Hanna с соавт.…”

Section: обзор литературыunclassified

Features of teacher’s reflection: Connection with personal and professional value orientations

2022

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Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.

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“…Furthermore, in shaping teacher identity, RP can be used to explore prospective teachers' theoretical understanding of identity, which then overcomes antagonistic relations (Trent, 2013). In line with this, RP helps trainees to identify prospective teacher's identity construction from possible-selves theory, namely expected and feared teacher-selves (Salli & Osam, 2018). From the teaching practice program, the prospective teachers learn to identify the characteristic of an ideal teacher.…”

Section: Understanding Reflective Practicementioning

confidence: 99%

Critical Incidents: Exploring EFL Prospective Teachers’ Teaching Experiences

Megawati¹,

Mukminatien²,

Anugerahwati³

et al. 2020

EUROPEAN J ED RES

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<p style="text-align:justify">Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study aims at exploring EFL prospective teachers’ field experience in cultivating their teaching competence through a critical incident analysis. A qualitative approach was applied. Three participants with different levels of English proficiency took part in this study by sharing their experiences through participating in and answering an interview and an opinionnaire. To analyze the data from the instruments, this study used descriptive analysis and coding techniques respectively. Results indicate that both negative and positive critical incidents contribute to the participants’ teaching development. The incidents support the learning process towards becoming a teacher and assist shaping their awareness of teacher identity. Further, the result of this study reveals that English proficiency level seems to take part in the strategy used for identifying critical incidents. This study implies that critical incidents provide a chance for prospective teachers to be more reflective. Thus, teacher education program stakeholders need to support critical incident analysis by giving relevant assignments while they are doing teaching practice, which in turn builds professional development in the context of prospective teachers.</p>

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Preservice teachers’ identity construction: emergence of expected and feared teacher-selves

Cited by 11 publications

References 40 publications

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

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

Features of teacher’s reflection: Connection with personal and professional value orientations

Critical Incidents: Exploring EFL Prospective Teachers’ Teaching Experiences

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