Possible Selves Theory

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

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A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

Journal of Music Teacher Education ◽

10.1177/1057083717727268 ◽

2017 ◽

Vol 27 (2) ◽

pp. 52-66 ◽

Cited By ~ 5

Author(s):

William Dabback

Keyword(s):

Student Teaching ◽

Teaching And Learning ◽

Music Teachers ◽

Possible Selves ◽

Music Educators ◽

Early Career ◽

Personal Experiences ◽

Multiple Case ◽

Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

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Editorial

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2019.9.1.1 ◽

2019 ◽

Vol 9 (1) ◽

pp. 13-17 ◽

Cited By ~ 1

Author(s):

Kata Csizér ◽

Csaba Kálmán

Keyword(s):

Possible Selves ◽

Learning Experience ◽

The Other ◽

L2 Motivation ◽

L2 Motivational Self System ◽

L2 Learning ◽

Relative Neglect ◽

To Come ◽

The One ◽

Possible Selves Theory

Due to the emergence of the self in foreign/second language (L2) motivation theory and research following the introduction of the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), the past decade has witnessed a surge of attention devoted to the two self dimensions: the Ideal L2 Self, and the Ought-to L2 self of the model (Boo, Dörnyei, & Ryan, 2015). The third core component, however, the L2 Learning Experience has become undeservedly marginalized. We think that such relative neglect has been brought about by two phenomena. On the one hand, the L2 Learning Experience, has so far been underconceptualized, and, as such, its intangible, amorphous nature has undermined its applicability in research on a similar scale that a more elaborate theorization of the other two future self-guides has enabled. On the other hand, by incorporating Markus and Nurius’ (1986) possible selves theory into L2 motivation research, Dörnyei was able to import adaptable and novel concepts to the field, which set the course of the research agenda for years to come.

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Using possible-selves theory to understand the identity development of new teachers

Teaching and Teacher Education ◽

10.1016/j.tate.2010.03.005 ◽

2010 ◽

Vol 26 (7) ◽

pp. 1349-1361 ◽

Cited By ~ 68

Author(s):

Doug Hamman ◽

Kevin Gosselin ◽

Jacqueline Romano ◽

Rommel Bunuan

Keyword(s):

Identity Development ◽

New Teachers ◽

Possible Selves ◽

Possible Selves Theory

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Prospective Teachers’ Expectations and Concerns About the Future: Using Possible Selves Theory

Journal of Education ◽

10.1177/0022057420903260 ◽

2020 ◽

pp. 002205742090326

Author(s):

Burcu Yavuz Tabak ◽

Kübra Yenel ◽

Hasan Tabak ◽

Fatih Şahin

Keyword(s):

Prospective Teachers ◽

Sampling Method ◽

Sampling Methods ◽

Possible Selves ◽

Descriptive Analysis ◽

Purposeful Sampling ◽

The Future ◽

Phenomenological Research Design ◽

Qualitative Phenomenological ◽

Possible Selves Theory

This research aims to discover the opinions of students who will become teachers in the future concerning the expectations and concerns about themselves in the context of the possible selves theory (PST). Qualitative phenomenological research design has been used in this study. The study group consists of 449 students. In the research, the criterion sampling method, which is one of the purposeful sampling methods, has been used. Descriptive analysis has been used in the analysis of data. The findings revealed that the concerns and expectations of the prospective teachers were mostly in the area of pedagogical formation and general culture. It is determined that the most frequent expectation and concern of prospective teachers is to be competent in the profession and losing belief in the profession.

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Prospecting possible EFL selves

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt37.5-12 ◽

2013 ◽

Vol 37 (5) ◽

pp. 45

Author(s):

Joseph Falout

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Possible Selves ◽

The Past ◽

L2 Motivation ◽

L2 Motivational Self System ◽

Future Situation ◽

Possible Selves Theory ◽

Motivation And Learning ◽

Self System

Many recent investigations in second language (L2) motivation are based on possible selves theory and the related L2 motivational self system. Classroom applications of these theories imply encouraging students of English as a foreign language (EFL) to envision themselves using English in the future. Imagining how one might feel in a future situation is known as prospection, as opposed to directing thinking toward the past in retrospection. Following research from experimental social psychology, this paper first describes some of the brain’s functions behind prospecting. Then it identifies four potential weaknesses of prospecting that may negatively influence motivation and learning related to the use of possible selves pedagogies. Implications are considered for avoiding these pitfalls in order to promote effective teaching methods based on possible selves theory by encouraging students to look deeply, honestly, and meaningfully into their future using English. 近年の第2言語（L2）学習の動機づけの研究の多くが、「可能自己理論(possible selves theory)」及びそれに関連する「L2動機づけ自己システム(L2 motivational self system)」に基づいている。これらの理論を教育現場で適用すると、外国語としての英語を学ぶ学生に、自身が将来英語を使用しているところを想像するように促すことになる。自分が未来のある状況でどのように感じるかを想像するのは「予測(prospection)」という言葉で知られており、これは「回顧(retrospection)」と対を成す概念である。本論はまず実験社会心理学の研究を概観し、続いて「予測」の背後にある脳の働きの解明を試みる。さらに「予測」の潜在的な4つの弱点を明らかにするが、これらは教育における可能自己の使用に関連する動機づけや学習にマイナスの影響を及ぼす可能性があるものである。学生が将来の英語使用に向けて深く、真摯で、意味深い眼差しを向けるように促すことによって、可能自己に基づいた効果的な指導法を促進するために、このような危険性を回避する可能性を考察する。

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Metaphors and Methods

10.4018/978-1-7998-8283-1.ch016 ◽

2022 ◽

pp. 305-322

Author(s):

Corinne Barger

Keyword(s):

Identity Development ◽

Teacher Identity ◽

Possible Selves ◽

Contemporary Literature ◽

The Self ◽

Dynamic Nature ◽

Methodological Choices ◽

Future Selves ◽

Different Types ◽

Possible Selves Theory

It is widely understood that the development of a teacher identity for individuals transitioning into teaching is important, and therefore substantial research has been produced looking at teacher identity development. Much of this research is conducted using the possible selves theory as its framework. Nevertheless, with the self and identity being widely interpreted concepts with no consentaneous definition, researchers lean on metaphorical language at times to semantically represent the meaning of the future selves. This chapter reviews contemporary literature, discussing how different metaphors used to talk about the self, influence the methodological choices made within the study. Different types of metaphors used led to a heavier emphasis on either the integrative, temporal, or dynamic nature of the possible selves theory.

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Possible Selves Theory

10.1007/978-3-030-22009-9_106 ◽

2021 ◽

pp. 3902-3907

Author(s):

Shelbie Turner ◽

Karen Hooker

Keyword(s):

Possible Selves ◽

Possible Selves Theory

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Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

FIRE Forum for International Research in Education ◽

10.32865/fire202063225 ◽

2020 ◽

Vol 6 (3) ◽

pp. 94-115

Author(s):

Cahit Erdem

Keyword(s):

Identity Development ◽

Teacher Identity ◽

Structural Equation ◽

Possible Selves ◽

Equation Modeling ◽

Medium Level ◽

Negative Effect ◽

Teacher Professional ◽

Possible Selves Theory ◽

Pre Service Teacher

Pre-service teacher (PST) education at higher education institutions is pivotal to early teacher identity development. Possible selves theory presents a framework for understanding teacher professional identity, which is theoretically supported but not empirically tested sufficiently. This study set out to examine PSTs’ early teacher identity in the Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity through structural equation modeling based on empirical data from 350 freshmen and senior PSTs. The results suggest that PSTs’ expected teacher possible selves have a medium level significant and positive effect on early teacher identity, while feared teacher possible selves have a low level significant and negative effect on early teacher identity. PSTs’ early teacher identity and possible selves were found as very high, which is also examined in terms of gender, grade, and department variables. The results are discussed, and suggestions are offered for pre-service teacher education.

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The Importance of Possible Selves in Family Resilience Among Puerto Rican Survivors of Hurricane Maria Displaced to Orlando, Florida

Families in Society The Journal of Contemporary Social Services ◽

10.1177/10443894211014471 ◽

2021 ◽

pp. 104438942110144

Author(s):

Abbie Nelson ◽

Pilar Horner ◽

Daniel Vélez Ortiz ◽

Mikiko Sato

Keyword(s):

Mental Health ◽

Puerto Rico ◽

Health Outcomes ◽

Puerto Rican ◽

Future Development ◽

Possible Selves ◽

Family Resilience ◽

Resilience Theory ◽

Possible Selves Theory ◽

The Impact

Hurricane Maria hit Puerto Rico on September 20, 2017. The devastation displaced many families and led to negative mental health outcomes. We use the intersection of Oyserman’s possible selves’ theory and Walsh’s family resilience theory, to aid in elucidating the process of positive familial coping within resilience among Latinx families. Nine different family units participated in an art-based intervention and subsequent focus groups in Florida in November 2018. Grounded theory guided analysis, and themes emerged using intersecting aspects of the above-mentioned theories. Understanding the impact that positive familial selves have on resilience can lead to future development of family interventions and a better understanding of how to foster resilience.

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