scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

Teacher professional identity development through digital stories

2021 ◽  
Vol 162 ◽  
pp. 104040
Author(s):  
Deoksoon Kim ◽  
Yinru Long ◽  
Yi Zhao ◽  
Shuyue Zhou ◽  
Jeremy Alexander
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Professional Identity Development ◽  
Digital Stories ◽  
Teacher Professional Identity ◽  
Teacher Professional

scholarly journals Social Behavior of Schoolteachers of Latvia and Russia in the Structure of Teacher Professional Identity

2018 ◽  
Vol 15 (2) ◽  
pp. 43-54
Author(s):  
Jelena Jermolajeva ◽  
Tatiana Bogdanova ◽  
Svetlana Silchenkova
Keyword(s):  
Social Behavior ◽  
Professional Identity ◽  
Social Life ◽  
School Teacher ◽  
International Study ◽  
High Dispersion ◽  
Active Involvement ◽  
Depth Study ◽  
Teacher Professional Identity ◽  
Teacher Professional

Abstract The article presents the results of the international study of the professional identity of schoolteachers of Russia and Latvia. In the study, the six component model of the content of the teacher professional identity (TPI) is used. According to this model, in 2017, the questionnaire “School Teacher Professional Identity” was created and international survey organized, in which 437 schoolteachers from Latvia and the Smolensk region of Russia participated. The aim of this article is to analyze the data of the two national samples for the 6th component of TPI: “Professionally Determined Social Behavior”. This behavior is not connected with the implementation of direct professional duties, but corresponds to the philosophy of the profession: taking up the mission of educating community, active involvement in social life, participation in formulation and solution of social problems having pedagogical aspects and unselfish professional help to those who need it. To process the data, statistical methods were used. On the whole, items of the component received relatively high scores in both national samples. Certain differences in the data of Latvian and Russian teachers as well as urban and rural subgroups of both countries are observed. High dispersion of data shown in this component indicates that the professionally determined social behavior is the most acute and controversial aspect of TPI; therefore, the elaboration of optimal ways and tools to strengthen TPI should be based on an in-depth study of social behavior of schoolteachers.

scholarly journals Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers

2019 ◽  
Vol 5 (1) ◽  
pp. 26
Author(s):  
Yohanes Maria Restu Dian Raharjo ◽  
Yuseva Ariyani Iswandari
Keyword(s):  
Professional Identity ◽  
Coping Strategies ◽  
Teaching Practice ◽  
Survey Design ◽  
Teacher Preparation Program ◽  
Preservice Teaching ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Social Views ◽  
And Coping

Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacher”, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy

scholarly journals Investigation of relationship between high school teachers' self- efficacy perceptions and job satisfaction

2020 ◽  
Vol 15 (6) ◽  
pp. 1464-1479
Author(s):  
Battal Göldağ
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
High Schools ◽  
Classroom Management ◽  
High School Teachers ◽  
Self Efficacy ◽  
Short Form ◽  
School Teachers ◽  
Satisfaction Scale ◽  
Teacher Self Efficacy

This research aims to determine the relationship between self-efficacy perceptions and job satisfaction of teachers working in high schools. The universe of the research is composed of the teachers working in high schools in Malatya Battalgazi and Yeşilyurt districts in the fall semester of the academic year 2019-2020. Simple random sampling method has been used for sample selection. In our study, the “Teacher Self-Efficacy Scale” and the short form of the adapted “Minnesota Job Satisfaction Scale” have been used. According to the new results we obtained in our research; teachers' job satisfaction is at a moderate level; self-efficacy perceptions are quite sufficient. There is a moderately significant positive correlation between self-efficacy levels perceived by teachers, self-efficacy levels of student participation, classroom management self-efficacy levels, teaching strategies self-efficacy levels, general job satisfaction levels, internal satisfaction levels and external satisfaction levels.   Keywords: Self-efficacy, Teacher Self-Efficacy, Job Satisfaction, High School Teachers;

scholarly journals What do you mean by "teacher"?psychological research on teacher professional identity

2012 ◽  
Vol 24 (2) ◽  
pp. 344-353 ◽  
Author(s):  
Luca Tateo
Keyword(s):  
Professional Identity ◽  
Lived Experience ◽  
Social Representations ◽  
Psychological Research ◽  
The Social ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Future Of Education ◽  
Social Debate ◽  
Nature Of Teaching

Teacher Professional Identity is today an autonomous theoretical construct. The paper explores the dimensions of TPI stressed in psychological and educational research, presenting different answers provided to questions such as: Which dimensions have been taken into account to define what a teacher is? The image of teachers actually emerging from literature analysis points out vectors of tension between "mainstream" Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers' job, involving ethical and emotional nature of teaching; and, definitely, between "reality-as-it-is" and "reality-to-be" in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a "good" teacher is, what should be and, consequently, what are the role and the Social Representations of teachers in society.

Teacher Identity (Re)Construction within Professional Learning Communities

2021 ◽  
pp. 104-115
Author(s):  
Pinar Kocabas Gedik ◽  
Deniz Ortactepe
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Learning Communities ◽  
Identity Construction ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Narratives ◽  
Spoken Discourse ◽  
Teacher Professional Identity ◽  
Teacher Professional

The research on teacher professional identity mostly focused on the process of teacher professional identity formation, the characteristics of teacher professional identity according to the teachers themselves as well as the researchers, and the representation of professional identity through teacher narratives in written and spoken discourse (Beijaard et al., 2004). However, there is much to explore in teachers' tensions and emotions regarding the issues between teacher cognition, and personal and professional sides of teacher identity (Day & Leitch, 2001). In this chapter, we have reviewed the literature on teacher professional identity in relation to communities of practice, imagined identity, and imagined communities. Various definitions of emotions and tensions as well as their roles in teacher professional identity construction have been presented and relevant studies on teacher identity construction, emotions and tensions have been discussed.

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