Barriers and drivers in online micro-course professional development: Navigating issues of teacher identity and agency

2021 ◽  
Vol 105 ◽  
pp. 103397
Author(s):  
Natalie-Jane Howard
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Identity And Agency

scholarly journals ADOPTION OF INTERNATIONAL EDUCATION POLICY IN INDONESIA: Impact to Teacher Education and Professional Development

2018 ◽  
Vol 2 (2) ◽  
pp. 187-203
Author(s):  
Satia Prihatni Zen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Policy ◽  
Education Reform ◽  
International Education ◽  
International Development ◽  
Teacher Identity ◽  
National Policy ◽  
Development Aid ◽  
International Education Policy

The paper discussed the implication of adopting international education policy in Indonesia through international development aid and funding. Specific implications to teacher education and teacher professional development was discussed by analyzing two education reforms enacted in 1980 to 1990’s. The paper describes implementation processes and challenges faced by the programs from local dynamics especially on how social, political and historical influence teacher identity as well as teaching culture. The implications to school, district as well as national policy was discussed in light of uniformity of educational system by dissemination of best practices and model of education through aid and other cooperative projects. Local responses to international education policy is increasingly relevant to ensure education reform will respond local needs and sensitive to local context.Artikel ini mendiskusikan implikasi dari mengadopsi kebijakan international di Indonesia melalui dana dan bantuan international. Khususnya, dampak pada pendidikan guru dan perkembangan professional guru dikaji melalui dua program pendidikan yang diterapkan pada tahun 1980-an hingga 1990-an. Deskripsi dari pelaksanaan dan tantangan yang dihadapi dalam implementasi program tersebut dilihat dari konteks local dimana pengaruh social, politik dan sejarah mewarnai konsepsi identitas guru serta budaya pengajaran di sekolah. Implikasi pada kebijakan sekolah, pemerintah local dan nasional dimana kecenderungan akan penyeragaman system pendidikan terjadi melalui kerjasama dan bantuan juga dijabarkan. Artikel ini menekankan pentingnya respon local yang relevan terhadap penerapan kebijakan pendidikan internasional agar sensitive terhadap kebutuhan dan konteks local itu sendiri.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

Language Teacher Agency

2021 ◽  
Author(s):  
Jian Tao ◽  
Xuesong (Andy) Gao
Keyword(s):  
Professional Development ◽  
Teacher Identity ◽  
Language Teachers ◽  
Teacher Agency ◽  
Collective Agency ◽  
Language Teacher ◽  
Layered Model ◽  
Knowledge Based ◽  
Multiple Levels ◽  
Development Of Language

This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.

Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus

2021 ◽  
pp. 002248712110591
Author(s):  
Mostafa Nazari ◽  
Peter I. De Costa
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Professional Learning ◽  
Teacher Identity ◽  
Critical Incidents ◽  
Professional Socialization ◽  
Language Teacher ◽  
Language Teacher Identity ◽  
Development Course

Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

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