“If I go back, I would never tell the manager that I am stressed out” : Novice TESOL Teacher Identity Development

Nazari, Mostafa; Molana, Khazar

doi:10.18823/asiatefl.2020.17.4.25.1488

Cited by 4 publications

(1 citation statement)

References 13 publications

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“…It may indicate that as teachers delved deeper into online teaching and learning (OTL), they underwent a professional identity transformation. The online teacher identity becomes integrated with their overall teaching persona (Nasari & Molana, 2020;Schulte, 2019).…”

Section: Teachers' Perceived Challenges In Conducting Carmentioning

confidence: 99%

Exploring Challenges of Indonesian Efl Teachers in Adopting Teacher-Researcher Identity Through Classroom Action Research

Prabandari,

Badiozaman,

Turner

2024

LLT Journal

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This study centres on investigating the challenges faced by Indonesian EFL teachers when conducting classroom action research (CAR). In this pursuit, the paper employs content analysis techniques to delve into teachers’ competency in conducting CAR. This exploration is facilitated through an in-depth examination of the teachers’ CAR reports and conversations in the discussion forum on the learning management system (LMS) of Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE). The thematic content analysis was conducted manually and using NVivo 12 software to ease the data coding process. The results of the study showed that teachers’ knowledge of CAR varies, with most teachers perceiving an improvement in students’ scores as the primary indicator of CAR success. It also found that some teachers grappled with the technical aspects of conducting CAR, such as formulating appropriate research questions, reviewing the literature, selecting appropriate research instruments, analysing data, and reporting writing, while others encountered practical obstacles, including constraints related to time and resources. This study underscores the importance of providing ongoing support for EFL teachers to develop their CAR competencies and ultimately improve their teaching practices. The paper concludes with implications for future research and practice.

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Section: Teachers' Perceived Challenges In Conducting Carmentioning

confidence: 99%

Exploring Challenges of Indonesian Efl Teachers in Adopting Teacher-Researcher Identity Through Classroom Action Research

Prabandari,

Badiozaman,

Turner

2024

LLT Journal

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Novice EAP teacher identity construction: A qualitative study from Iran

Atai

Nazari²,

Hamidi³

2022

Journal of English for Academic Purposes

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Novice language teacher identity construction: similarities, differences, and beyond

Nazari

Costa

Karimpour

2023

Educational Linguistics

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Scholarship on novice language teachers has often overlooked how novices comparatively develop personalized trajectories in the initial years. This study views novice-ness through the lens of identity construction and examines how three Iranian English language teachers in the first, second, and third years of teaching comparatively constructed their teacher identities. Data were collected from semi-structured interviews, classroom observations, post-class discussions, and reflective journals. Data analyses revealed that the teachersʼ identity construction featured similarities (emotion labor, agency conflicts, and identity standard tensions) and differences (sense of belonging, future selves, and resistance). The study demonstrates that novice teachers’ identity construction is influenced by power relations and contextual discourses as well as particularities, which collectively, underscore the importance of reconceptualizing novice-ness in light of teachers’ identity-related professional development.

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“If I go back, I would never tell the manager that I am stressed out” : Novice TESOL Teacher Identity Development

Cited by 4 publications

References 13 publications

Exploring Challenges of Indonesian Efl Teachers in Adopting Teacher-Researcher Identity Through Classroom Action Research

Exploring Challenges of Indonesian Efl Teachers in Adopting Teacher-Researcher Identity Through Classroom Action Research

Novice EAP teacher identity construction: A qualitative study from Iran

Novice language teacher identity construction: similarities, differences, and beyond

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