The Development of Indonesian Accounting Teacher Professional Identity Measurement: An Exploratory Factor Analysis

<p style="text-align: justify;">Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.</p>

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This issue includes a literature review of theory and research around children’s working theo ries; ways in which teachers purposefully inte grated the sounds, smells, tastes, sights, and textures that were known to the child, and new sensations for the child to affirm and extend the child’s sense of belonging; and case studies of four teaching and learning episodes where “everyday democratic practice” is enacted. There is also a thoughtful analysis of preservice teacher professional identity and whether and how Initial Teacher Education enables the development of advocate activist identities. Two articles raise issues that lend themselves to policy solutions in particular: an article on the impact of noise in ECE, and an article on integrated ECE service provision that is related to initiatives formulated in He Taonga te Tamaiti. Every Child a Taonga. Early Learning Action Plan 2019–2029.

Efficacy of EFL Teachers’ Assessment Literacy and Professional Identity in Boosting Learners’ Autonomy

This study was set out to investigate the effects of EFL teachers’ assessment literacy and professional identity on learners’ autonomy. Meanwhile, the relationship between teachers’ assessment literacy and professional identity was investigated. Moreover, educators’ perspectives on learner autonomy were studied. To this end, 40 EFL teachers participated in the study through completing assessment literacy scale developed by Mertler (2003) and teacher professional identity questionnaire designed by Beijaard et al. (2000). Besides, 20 EFL teachers were interviewed. Likewise, 110 upper-intermediate EFL learners answered Zhang and Li’s (2004) learner autonomy questionnaire. A mixed method design was used to answer the research questions. The findings revealed that teachers’ assessment literacy was linked to their professional identity. Moreover, assessment literacy and professional identity had fruitful effects on learner autonomy. The findings made it certain that teachers believed in learners’ abilities however they didn’t know how to cultivate autonomous learners.

Indicators for the Measurement of Teachers’ Professional Identity across Asia and Africa: A Delphi Study

The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.

The Social and Emotional Issues of Teacher's Professional Identity Development

Teacher professional identity is an important factor in understanding professional lives and career decision making. Teacher professional identity may affect motivation, effectiveness, and most importantly, social and emotional well-being. Teacher identity lacks clarity with regards to a definition. This could contribute to the reason that it has not been studied as a key element for teacher social and emotional wellness during professional identity development. The process of how teachers view themselves as teachers and how their developing professional identity is shaped by their personal identity development and social identity connections has implications on their careers.

Teacher Identity (Re)Construction within Professional Learning Communities

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.

Teaching Remotely During a Pandemic

This chapter presents a qualitative research project called “Oversight Points.” Fifty-nine Italian teachers participated in in-depth semi-structured interviews focusing on their perceptions, grievances, and hopes about remote teaching during the COVID-19 lockdown. Interviewees belong to a national school network and share a longstanding cooperation in blended action research initiatives. The research was inspired by the teacher professional identity (TPI) theory, and dialogical self-theory (DST) was used as an analytic lens. Data was organised through Nuvolar, a software that can generate word-clouds and provide timestamps of related video-clips. Results suggest that teachers are peculiar smart-workers. For them freedom of space and time, self-improvement, and autonomy—distinctive aspects of smart-working—acquire specific meanings, implying both positive and negative aspects. A set of positionings was found. The authors discuss how they compete in determining the re-organisation of teacher identities' landscape. Finally, they indicate some possible developments and practical implications.