scholarly journals English Teacher Identity in The Context of Zoning Policy Implementation

2019 ◽  
Vol 3 (4) ◽  
pp. 258
Author(s):  
Anita Galuh Sri Hapsari ◽  
Markus Budiraharjo
Keyword(s):  
Identity Development ◽  
Policy Implementation ◽  
Identity Construction ◽  
Teacher Identity ◽  
Current Issue ◽  
English Teacher ◽  
Structured Interviews ◽  
Low Performing Schools ◽  
New Student ◽  
Depth Interviews

Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects 

Career Identity Development Process

2021 ◽  
pp. 124-140
Author(s):  
Jane A. Opiri ◽  
Joseph O. Otundo
Keyword(s):  
Identity Development ◽  
Development Process ◽  
Immigrant Women ◽  
Qualitative Inquiry ◽  
African Women ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Career Identity ◽  
Barriers And Challenges ◽  
Depth Interviews

This chapter focuses on the career development process of African immigrant women living in the US. The purpose of this study was to explore the experiences these women undergo after migration and how they negotiate these experiences to develop their careers. A qualitative inquiry, motivated by a grounded theory methodology, was used to collect data. In depth interviews using open ended and semi structured questions were used. Five participants were recruited using purposive and snowball sampling. Data was transcribed from the semi-structured interviews conducted with each participant and analyzed using thematic analysis. Five themes were generated, revealing gender specific experiences of these African women immigrants during their career journey. Data collected also revealed barriers and challenges in the process of career identity development process. The findings might provide useful information to career counselors who play a key role in helping immigrant women navigate through career transitions in a new country.

Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research

RELC Journal ◽  
2021 ◽  
pp. 003368822097245
Author(s):  
Mostafa Nazari
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teacher Identity ◽  
Positive Emotions ◽  
Teacher Educators ◽  
Knowledge Generation ◽  
Structured Interviews ◽  
Research Engagement ◽  
Teacher Researchers

Despite the accumulating body of knowledge on action research, the scope of research on teacher identity construction in action research is still limited. This study relied on the concept of identities-in-practice and examined four second language (L2) teachers’ identity construction across the plan, act, observe, and reflect stages of action research. Data were collected from semi-structured interviews, reflective journals, and classroom observations. Data analyses indicated that the teachers navigated their action research identity construction through the four stages as: plan (managing the misgivings); act (initial puzzlement, subsequent adaptability, and satisfaction); observe (positive emotions and increased agency); and reflect (further initiatives, greater knowledge generation, and enhanced reflexivity). The study concludes with implications for further empirical attention to the role of emotions in teacher-researchers’ action research engagement and the important role of teacher educators in assisting teacher-researchers with taking the initiative toward conducting action research.

scholarly journals A study of three Indonesian teachers’ participation in a US graduate program

2017 ◽  
Vol 12 (1) ◽  
pp. 39-59
Author(s):  
Nugrahenny T. Zacharias
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Teacher Identity ◽  
Graduate Program ◽  
Service Program ◽  
Learner Identity ◽  
Identity Shift ◽  
Nonnative Speaker ◽  
The Us ◽  
Per Se

Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity. 

scholarly journals Employing James Gee’s Analytic Lens for Identity to Investigate Teacher Identity Development

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Shagufta Moghal ◽  
Asma Shahid Kazi ◽  
Fakhra Aziz
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Life Histories ◽  
Tertiary Level ◽  
Contrastive Analysis ◽  
Structured Interviews ◽  
Tertiary Institutions ◽  
Weakest Link ◽  
Current Article ◽  
High Level

The current article is an exploration of the construction and development of teacher identities at the tertiary level in Pakistan. Identity is the sense of who one is as a professional, and it is becoming evident that it is important for teachers at all levels to develop a clear sense of identity as it leads to better practices and high level of commitment to the profession. The researcher adopted a constructivist stance for the investigation of identity and used data triangulation by using life histories, semi-structured interviews (based on the James Gee’s Lens for Identity) and fieldnotes as the sources of data. Six participants from urban tertiary institutions in various cities of Pakistan were selected and interviewed. The gathered data was analyzed iteratively through coding and contrastive analysis and highlighted the similarities and disparities of the various perspectives of identity; it was discovered that the participants had a better awareness and acceptance of their nature identity, whereas the institutional and discursive identities were the ones that posed conflict for them. The researcher also found that affinity identity was the weakest link in the Gee lens for teachers of Pakistan.

scholarly journals Investigating Teacher Identity Construction through the Study of Narratives and their Identity Portraits in Pakistan

2019 ◽  
Vol IV (I) ◽  
pp. 312-318
Author(s):  
Shagufta Moghal ◽  
Asma Shahid Kazi ◽  
Aishah Siddiquah
Keyword(s):  
Identity Development ◽  
Identity Construction ◽  
Teacher Identity ◽  
Structured Interview ◽  
Educational Institutions ◽  
Specific Work ◽  
Workload Management ◽  
Construction Of Identity ◽  
Current Article ◽  
History Approach

The current article investigates teacher identity construction at the tertiary level educational institutions of Pakistan. Identity is the sense or perception about oneself and the position or role one has in a given context and environment; teachers construct their identities in the specific work and Institutional environments they face every day. This research adopted the Life History approach to narrative inquiry, where five participants were selected through purposive sampling. The data were collected through a semi-structured interview protocol that focused on the narratives; the narratives were inductively analyzed vertically and horizontally to reconstruct identity portraits for each participant. The portraits also presented commonalities and convergent issues and themes in identity development, such as the effect of positive or negative educational experiences; the role of the organizational culture, leadership and colleagues in shaping identity; the difficulties, negotiations and challenges experienced in the construction of identity; time and workload management issues.

scholarly journals Identity Development of Foreign Language Teachers in Lithuania

Verbum ◽  
2021 ◽  
Vol 12 ◽  
pp. 5
Author(s):  
Adam Mastandrea ◽  
Gabrielé Palaimaité
Keyword(s):  
Identity Development ◽  
Foreign Language ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Case Study Research ◽  
Development Stage ◽  
Language Teachers ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Key Features

Teacher identity is an evolving, multi-dimensional concept of a teacher’s understanding of self, best understood as a dynamic narrative of self-growth. The present study is focused on hypothesized stages of teacher identity development (Pride, Survival, Experimentation, Disenchantment, Rebellion and Progressive Proficiency) and their occurrence in Lithuanian foreign language teachers. A series of semi-structured interviews were carried out with eight Lithuanian foreign language teachers to discover their personal narratives of teacher identity development.The findings of the qualitative case study research revealed that key features of the six possible identity stages were present across the unique experiences of theforeign language teachers interviewed. However, each research participant displayed only certain key features of each identity development stage rather than a combination of all the possible features. In general, less experienced teachers displayed fewer key features at certain identity stages, implying that they had not experienced particular phases of identity development to completion. The results suggest certain features of identity development stages can be omitted and then experienced later in a teacher’s career. Teacher satisfaction with compensation, job security, professional prestige and the education system in general were additional factors that contributed uniquely to the identity development of teachers working in Lithuania.

scholarly journals NARRATIVE INQUIRY: PEERS’ FEEDBACKS EFFECT TO IDENTITY CONSTRUCTION OF INDONESIAN PRE-SERVICE TEACHERS

2019 ◽  
Vol 1 (2) ◽  
pp. 59
Author(s):  
Marselus Suarta Kasmiran
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Identity Construction ◽  
Teacher Identity ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Social And Emotional ◽  
Negative Impacts ◽  
Teachers Perspectives ◽  
Teaching Pedagogies

Teacher identity has become an issue in teaching and teachers’ professional identity development since the identity influences teachers’ teaching pedagogies and teachers’ development. Many studies have explored teachers’ identity from in-service teachers’ perspectives. Somehow, small attention has been paid to teachers’ identity construction from pre-service perspectives in Indonesian context. To fill this gap, this research investigated how Indonesian pre-service teachers constructed and reconstructed their identities through peers’ feedbacks in a micro-teaching class. There were three pre-service teachers from Sanata Dharma University who participated in this study. The data were obtained through field observations and interviews. Using Yuan and Lee’s (2015) theory, the study investigated the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggested that pre-service language teachers developed and modified their identities through peers’ feedbacks in a teaching practicum. The findings also showed that feedbacks delivered positive and negative impacts to pre-service teachers’ identity construction. Although some of the pre-service teachers did not change their beliefs, they still used the feedbacks to prepare for their next teachings. The study supported the theory that teacher identity affected to pre-service teachers’ teaching pedagogies. This paper suggested some implications for policy makers, language teacher education, and pre-service teacher education. A further research with a longer duration is expected.

WISATA BAHARI PADA ZONA PEMANFAATAN TAMAN NASIONAL MANUSELA: POTENSI DAN FAKTOR PENGARUH PENGEMBANGAN

2018 ◽  
Vol 2 (2) ◽  
pp. 66-73
Author(s):  
Ivonne R. G. Kaya ◽  
Fildo De Lima
Keyword(s):  
National Park ◽  
Point Of View ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Tourist Attractions ◽  
Income Sources ◽  
Economic Progress ◽  
Key Driver ◽  
Tourism Attractions ◽  
Depth Interviews

Tourism has become one of the major players in ‎international commerce and represents one of the main income ‎sources for many developing countries at the same time. These dynamics have turned tourism into a key driver for socio-‎economic progress.‎ This article described the potential of tourism attraction and factor affecting the development of marine tourism area in the utilization zone of Manusela National Park. Semi-structured interviews, in-depth interviews and participant observations were conducted with respondent (n=110) in Bellarizky, Air Belanda, Ora Beach and Lizar Bahari resort. The potential of tourist attractions in the utilization zone of Manusela National Park is as a snorkeling, diving and point of view. Factors affecting the development are service, transportation, supporting facilities and tourism attractions.

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