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 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 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 

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.

The Eleventh Circuit Holds that Agreements in which Pharmaceutical Companies Pay Generic Companies Not to Compete May be Valid

2004 ◽  
Vol 32 (1) ◽  
pp. 181-184
Author(s):  
Amy Garrigues
Keyword(s):  
Pharmaceutical Companies ◽  
Court Decisions ◽  
Patent Holder ◽  
Trial Court ◽  
Court Of Appeals ◽  
The Us ◽  
Antitrust Laws ◽  
Per Se ◽  
Appeals Court ◽  
Two Sides

On September 15, 2003, the US. Court of Appeals for the Eleventh Circuit held that agreements between pharmaceutical and generic companies not to compete are not per se unlawful if these agreements do not expand the existing exclusionary right of a patent. The Valley DrugCo.v.Geneva Pharmaceuticals decision emphasizes that the nature of a patent gives the patent holder exclusive rights, and if an agreement merely confirms that exclusivity, then it is not per se unlawful. With this holding, the appeals court reversed the decision of the trial court, which held that agreements under which competitors are paid to stay out of the market are per se violations of the antitrust laws. An examination of the Valley Drugtrial and appeals court decisions sheds light on the two sides of an emerging legal debate concerning the validity of pay-not-to-compete agreements, and more broadly, on the appropriate balance between the seemingly competing interests of patent and antitrust laws.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

Travelling inner landscapes: a longitudinal study on transcultural identity development

2015 ◽  
Vol 34 (4) ◽  
pp. 272-292 ◽  
Author(s):  
Claude-Hélène Mayer
Keyword(s):  
Longitudinal Study ◽  
Identity Development ◽  
Identity Construction ◽  
Urban Space ◽  
Cape Town ◽  
Depth Information ◽  
Single Individual ◽  
Single Male ◽  
Content Type ◽  
Practical Implications

Purpose – The purpose of this paper is to demonstrate insights into the identity construction and development of a selected single male individual in Cape Town, South Africa. It aims at increasing the in-depth understanding of the complexities of identity construction in a transcultural setting and provides emic perspectives on a micro-individual level over a period of ten years. Design/methodology/approach – This research study is based on the post-modernist premise by considering phenomenological and interpretative paradigms most relevant. It is a longitudinal study, conducted with a single individual over a period of ten years by using various research methods as well as triangulation of methods, theories and data. Data were analysed through content analysis. Findings – This research provides in-depth information on the struggle of a single person to construct and re-construct his identity and find answers to the question “Who am I?” in the multifaceted and hypercomplex transcultural environment of Cape Town. It shows the attempts to developing a coherent multiple identity over a period of ten years, reconstructing the past, creating the present and envisioning the future. Practical implications – This research has practical implications for practitioners working with identity (development) in transcultural settings. It provides important in-depth information on “nomadic identities” for coaching, counselling or therapies in transcultural settings. Originality/value – This paper provides new and original insights into long-term identity development of an individual in a transcultural urban space.

Theorising anti-racism in health and social care

2021 ◽  
Author(s):  
Esme Choonara
Keyword(s):  
White Supremacy ◽  
Social Care ◽  
Black Lives Matter ◽  
Health And Social Care ◽  
The Us ◽  
Per Se ◽  
The Uk ◽  
Different Levels

The emergence of the Black Lives Matter movement in 2020 in the context of a COVID-19 pandemic that was already disproportionally impacting on the lives of people from black, Asian and other minority ethnicities in the UK and the US has provoked scrutiny of how racism impacts on all areas of our lives. This article will examine some competing theories of racism, and ask what theoretical tools we need to successfully confront racism in health and social care. In particular, it will scrutinise the different levels at which racism operates – individual, institutional and structural – and ask how these are related. Furthermore, it will argue against theories that see racism as a product of whiteness per se or ‘white supremacy’, insisting instead that racism should be understood as firmly bound to the functioning and perpetuation of capitalism.

Right to Life and Capital Punishment in Transnational Judicial Dialogue

2021 ◽  
pp. 1-27
Author(s):  
Jimmy Chia-Shin Hsu
Keyword(s):  
Capital Punishment ◽  
The United States ◽  
Soviet Bloc ◽  
Right To Life ◽  
Value Choices ◽  
The Us ◽  
Direct Contrast ◽  
Analytical Argument ◽  
Per Se ◽  
The Right

Abstract In this article, I bring the constitutional jurisprudence of major East Asian courts into reconstructive dialogue with that of the United States, South Africa, and several former Soviet-bloc countries, on per se review of capital punishment. This fills in a gap in the literature, which has failed to reflect new developments in Asia. Besides analysing various review approaches, I extrapolate recurrent analytical issues and reconstruct dialogues among these court decisions. Moreover, I place the analysis in historical perspective by periodising the jurisprudential trajectory of the right to life. The contextualised reconstructive dialogues offer multilayered understanding of my central analytical argument: for any court that may conduct per se review of capital punishment in the future, the highly influential South African Makwanyane case does not settle the lesson. The transnational debate has been kept open by the Korean Constitutional Court's decisions, as well as retrospectively by the US cases of Furman and Gregg. This argument has two major points. First, the crucial part of the reasoning in Makwanyane, namely that capital punishment cannot be proven to pass the necessity test under the proportionality review, is analytically inconclusive. The Korean Constitutional Court's decision offers a direct contrast to this point. Second, the exercise of proportionality review of the Makwanyane Court does not attest to the neutrality and objectivity of proportionality review. Rather, what is really dispositive of the outcome are certain value choices inhering in per se review of capital punishment.

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