The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

Rodrigues, Lívia de Araújo Donnini; Pietri, Emerson de; Sanchez, Hugo Santiago; Kuchah, Kuchah

doi:10.1016/j.ijer.2018.02.002

Cited by 25 publications

(24 citation statements)

References 24 publications

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“…Any discussion on the teacher's identity is an appealingly interesting topic (Araujo, et. al., 2018).…”

Section: Reconstruction Of Teacher's Identity: Socio-anthropological mentioning

confidence: 99%

“…Learning about the teacher's identity is how to understand a teacher, trying to have past and present teaching experience (Araujo, Rodrigues, Pietri, & Santiago, 2018). Teacher education is still imperfect or even failed to upgrade the quality of teachers, especially on how they should behave and act for their contribution to contemporary society.…”

Section: Introductionmentioning

confidence: 99%

“…Teacher education is still imperfect or even failed to upgrade the quality of teachers, especially on how they should behave and act for their contribution to contemporary society. Araujo, et. al.…”

Section: Introductionmentioning

confidence: 99%

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Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.

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“…Any discussion on the teacher's identity is an appealingly interesting topic (Araujo, et. al., 2018).…”

Section: Reconstruction Of Teacher's Identity: Socio-anthropological mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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“…Teachers' expectations are influenced by the experience and knowledge they acquire during their education for the teaching profession, as during this period teachers begin to build their professional image of themselves as a teacher. Therefore, many authors (Kagan, 1992;Samuel and Stephens, 2000;Rodrigues et al, 2018). emphasize the importance of quality education in the shaping expectations and the idea of their role.…”

Section: Introductionmentioning

confidence: 99%

The teacher's role and professional development

Makovec¹

2018

IJCRSEE

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A B S T R A C TThe text addresses the theme of teachers' professional development. The role of a teacher is defined by cultural and social events and the environment, and they influence the differences that occur in the concept of teacher roles within different cultures, societies, including the geographic environment. Thus, in the first part of the paper, based on an analysis of the literature, we identify factors that significantly influence teachers' perception of their role and consequently, determine their professional identity. In the second part, based on the results of the empirical research, we show that factors such as teachers' beliefs about their own qualifications, as well as years of work experience and subject area, statistically significantly influenced the development of the teachers' professional identity. The main findings of the study are that teachers with several years of service experience feel better qualified to perform their duties (tasks related to planning and teaching were rated the most highly) than teachers with less work experience, and that teachers with more work experience evaluated the claims related to their educational activity statistically significantly higher. An important finding is that teachers define their professional identity and consequently, their role through their personality traits, which shows that we must not ignore teachers' personality traits, as they play an important role in teachers' professional development and identity.

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“…Finally, effective relation through interaction must come from enjoyable classroom situation since teaching and learning are constructed through social interaction (Araujo, Rodrigues, Pietri, & Santiago, 2018). PLUS in the model contains characters needed to emerge during their relationship (communicative action theory).…”

Section: Discussionmentioning

confidence: 99%

Model of Learning “SHARINGPLUS” for Higher Level Students Viewed from Sociological Perspectives

Yelfiza¹,

Siska²

2020

Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019)

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This paper is proposed to describe the coherence of concepts in "SHARINGPLUS" with social theories. It is cross sectional research viewing teaching practice implemented by informants of the research. The informants include six lecturers who taught Qualitative Research Methodology at six Programs of Studies at an educational college, called "STKIP PGRI Sumatera Barat", twelve lecturers who supervised theses with qualitative approach, and one of their supervised students. Sampling technique is purposive. The type of data is descriptive taken through interview and they were categorized based on each concept and discussed with the theories of Sociology. Findings show that the concepts "Stimulating", "Patient", "Loving", "Unforgettable", and "Sympathetic" are coherent with social exchange theory, "Appropriateness-based", "Revising", "Illustrating", and "Goal oriented" are coherent with action theory, and "Handled with consensus" and "Negotiating" are coherent with communicative action theories. Thus, the model combines three paradigms (Durhkemian, Maxian, and Weberian, with eleven concepts).

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The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

Abstract: This is a repository copy of The role of experienced teachers in the development of pre-service language teachers' professional identity: Revisiting school memories and constructing future teacher selves.

Cited by 25 publications

References 24 publications

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

The teacher's role and professional development

Model of Learning “SHARINGPLUS” for Higher Level Students Viewed from Sociological Perspectives

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