Exploring Teachers’ Identity: Reflections and Implications

Abstract

With the rapid developments and changes with digital technologies, teachers are challenged to develop their thinking and practice to instill critical minds able to participate actively in the knowledge society. Indeed, students need to develop the necessary 21 st century skills that enable them to thrive for today's economy. According to the Educational Testing Service (ETS) (2007), the 21 st century learning skills refer to the ability to a) collect and/or retrieve information, b) organize and manage information, c) evaluate the quality, relevance, and usefulness of information, and d) generate accurate information through the use of existing resources. To achieve this goal, teachers' professional identity has been further questioned, thereby generating debates and issues regarding their role. What teachers need to know, what beliefs they should hold and how they can achieve their professional development, are among the core intentions of today's teacher education. Within this concern, this article aims to explore teachers' professional identity to support teachers and teacher students understand their role and the conception of learning in 21 st century education.

Exploring Teachers' Practical Decision Making in Terms of Teaching Procedures

“…The exploration of teacher professionals who have been viewed as a "one way" of teaching is influencing how instructors view themselves" (Kincheloe, 2003, p. 47) is contained in Djoub, Z. (2018).…”

Professional identity construction of EFL teachers as autonomous learners

“…According to Beijaard, Meijer, & Verloop (2004), there are three categories of research on professional identity already carried out: (1) teachers' professional identity formation; (2) identification of characteristics of teachers' professional identity; and (3) representation of teachers' professional identity in the form of stories. Similarly, Djoub (2018) has also three categories of research on professional identity: (1) the construction and development of teachers' professional identity; (2) teachers' perceptions of their professional roles; and (3) the relationships between teachers' perceptions of their roles and their self-image.…”

Implementation of Reflective Thinking Skill During COVID-19: EFL Teachers’ Perspectives

“…Indeed, reflection becomes essential to do in order to explore how well they perceived themselves as a reflective practioner in teaching and learning process. The exploration in reflective session will show who they are as an English teacher, what they are in teaching, and what remains that should be finished in order to increase their teaching practice to be better (Djoub, 2018).…”