The interplay of possible language teacher selves in professional development choices

Abstract

Empirical research on possible selves proliferates in the literature on psychology, yet it is only in the latter half of the 2000s that possible selves were exploited in applied linguistics fields. Kubanyiova’s (2007, 2009) recent mixed-methods study introduced the concept of ‘possible language teacher selves’ as a construct through which to explore language teacher development. Aiming to add to empirical findings in the area, this qualitative study was conducted to investigate the roles that possible language teacher selves play in the teacher development choices of seven in-service Korean English teachers. Findings highlighted clearly constructed actual and possible language teachers selves. Lack of language self-efficacy was found to be near synonymous to lack of teaching self-efficacy for these participants, and the negative affect surrounding this lack of language self-efficacy emerged as the primary drive to engage in teacher development in this context. Two key motivational patterns of the participants’ possible language teacher selves emerged: teachers were either guided by a central need to repair perceived inadequacies of the self, or to enhance the self. A third motive, adhering to normative obligations, was found to be the least significant in driving choices for teacher development.

Language Teachers’ Self-efficacy Beliefs: A Review of the Literature (2005-2016)

“…While these teachers generally felt their English had deteriorated since college due to the lack of opportunity to practise it outside the classroom, they nevertheless generally seemed to feel it was adequate, in contrast to teachers in other studies set in Asia (for example Hiver, 2013), who have expressed a sense of inadequacy in relation to the perceived requirements. Of course, attitudes towards the proficiency believed required might relate not only to respondents' self-beliefs as to their own proficiency levels and beliefs regarding contextual requirements; these attitudes might also relate to the teachers' views of ways of assessing proficiency, their LTSE beliefs, and additionally their attitudes towards the language itself, for example towards different varieties of English.…”

“…This, of course, might influence their willingness to use the target language, particularly if they have an inflated view of the desirability of 'native' models they feel they need to follow. Given that this issue clearly affects English teachers in some geographical settings, for example in Korean contexts (Choi & Lee, 2016;Hiver, 2013), awareness-raising about the legitimacy of World Englishes (Saraceni, 2015) could be beneficial.…”

Directed Motivational Currents: Using vision to create effective motivational pathways

“…e.g. the papers in Dörnyei & Ushioda, 2009, as well as Busse, 2013;Csizér & Lukács, 2010;Henry, 2009Henry, , 2010Henry, , 2011Hiver, 2013;Islam, Lamb, & Chambers, 2013;Kormos, Kiddle, & Csizér, 2011;Lamb, 2012;Magid, 2012;Papi, 2010;Papi & Teimouri, 2012) and the Ideal L2 Self has time and again been found to be a central motivating factor: a focused, personal and realistic vision of a possible future.…”

Motivating factors in online language teacher education in southern Argentina

“…While the literature is rich on language learner motivation, studies on teacher motivation and motivation in language teacher education (for example see Hiver, 2013;Kumazawa, 2013), whatever the delivery mode, are needed.…”