Motivations and Concerns: Voices from Pre-service Language Teachers

Kavanoz, Suzan; Yüksel, H. Gülru

doi:10.14221/ajte.2017v42n8.4

Cited by 8 publications

(8 citation statements)

References 52 publications

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“…In this sense, the results of this research study appeared to be in line with those of previous research that highlighted the impact of entry motivations and perceptions of teaching on emerging teacher identities in mainstream education (Chong & Low, 2009). The study also corroborated the research findings that underline the role of motivations for becoming language teachers in teacher identity development (Kavanoz & Yüksel, 2017). In addition, this result was also in parallel with previous research demonstrating the interrelatedness of teacher identity with teacher possible selves, a future-oriented dimension of teacher selves (Erdem, 2020;Uygun & Karalı, 2019).…”

Section: Discussionsupporting

confidence: 89%

“…Research conducted so far specifically with samples of pre-service Turkish EFL teachers usually highlighted the role of a blend of intrinsic, altruistic and extrinsic reasons with the prevailing impact of intrinsic (Erten, 2014) and altruistic motives (Ekin et al, 2021) or both (Topkaya & Uztosun, 2012). However, upon conducting a review of literature, no studies were encountered on entry motivations in relation to teacher identity particularly in the Turkish EFL context except for a qualitative study (Kavanoz & Yüksel, 2017). In the relevant qualitative study, the researchers investigated changes in Turkish pre-service EFL teachers' motivations and concerns so as to learn about the formation of teacher identity during initial teacher education using written reports.…”

Section: Motivations For Choosing Teachingmentioning

confidence: 99%

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Career Motivations as Sources of Teacher Identity in Foreign Language Education

ÖLMEZ-ÇAĞLAR

2022

Participatory Educational Research

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A wide range of factors impact the choice of teaching as a career and result in entry to the teaching profession. The notion that these career motivations may also be possible antecedents of teacher identity was the rationale behind this study. The present study aimed to determine preservice English as a foreign language (EFL) teachers' motivation for choosing teaching as a career and teacher identities, and to gauge to what extent career motivations predict their teacher identities. The study, therefore, adopted a correlational design, and more specifically, the multiple regression technique. Participants included 271 undergraduate students majoring in an EFL teacher education program of a state university in Turkey. The data collected through a set of scales were analysed statistically. Results obtained using the Factors Influencing Teaching Choice (FIT-Choice) model showed that the three major selfreported career motives were altruistic-type social utility values called shaping future of children/adolescents and making social contribution as well as job transferability, a component of personal utility values. Teacher identity levels appeared to display a steady increase in each of the four grade levels from freshman to senior year. Multiple regression results indicated that career motivations accounted for a substantial proportion of the variance in teacher identity. Among career motivations, ability, intrinsic career value and working with children/adolescents appeared to be the three strongest positive predictors of teacher identity, respectively. Following these, time for family and fallback career negatively predicted teacher identity. Based on the findings, educational implications were drawn and directions for future research were discussed.

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Section: Discussionsupporting

confidence: 89%

Section: Motivations For Choosing Teachingmentioning

confidence: 99%

Career Motivations as Sources of Teacher Identity in Foreign Language Education

ÖLMEZ-ÇAĞLAR

2022

Participatory Educational Research

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“…One of the first calls to consider teacher anxiety came from Horwitz (1996), and it is possible subsequently to see the concept of FLA being applied to preservice L2 speaking teachers (Golombek & Doran, 2014; Kavanoz & Yüksel, 2017; Tüm, 2015; Wolff & De Costa, 2017). Among in‐service language teaching professionals, anxiety and other emotions have been considered mostly with regard to teachers of English.…”

Section: Literature Reviewmentioning

confidence: 99%

Anxiety in language teachers: Exploring the variety of perceptions with Q methodology

Fraschini

Park

2021

Foreign Language Annals

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The negative effects of anxiety on teachers' lives, classroom practice, and student learning have highlighted the importance of this emotion for the language teaching field. An understanding of anxiety in language teaching offers a means to explore how language teachers interact with their professional environment, also yielding important implications for teacher well‐being. This paper uses Q methodology to investigate Korean as a second language teachers' shared experiences related to anxiety in the language teaching profession, foregrounding different ways that language teachers interact with their professional environment, and exploring holistically participants' subjectivities. Results identified the presence of three major perspectives, representing types of teachers' individual responses to the interaction between their personal and professional goals and their working context—(1) work/life balance, (2) job performance and evaluation, (3) job security. Implications of the results are discussed in relation to research on classroom emotions and language institution practices.

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“…Two of the most common characteristics of teachers for successful or effective education: personality traits and professional identity. Professional identity formation is a dynamic process, where teachers constantly organize their personal and professional "selves" based on their experiences (Cruess et al, 2015;Kavanoz & Yüksel, 2017). Professional identity encompasses the teachers' perceptions of themselves as teachers (Canrinus, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Also, professional identity is important for various work processes and outcomes, such as motivation, engagement, innovative behavior and creativity, relationships, work efficiency, etc. (Kavanoz & Yüksel, 2017;Schutz et al, 2018). Teachers' professional identity determines teaching methods, attitudes towards professional development, preparation to meet the educational challenges in their teaching practice, the quality of education, the ability to promote change and foster innovation (Sardabi et al, 2018;Thomas & Mockler, 2018).…”

Section: Introductionmentioning

confidence: 99%

Positive Emotional Atmosphere or Technology-Based Training: Teachers’ Priorities Depending on Their Personality

Kovalčikienė¹,

Daukilas²

2019

Psychological Applications and Trends 2019

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Positive classroom atmosphere is one of the most powerful tools to enhance and promote students' learning. Moreover, a modern teacher is encouraged to keep up with technology and use it in the teaching process. From the perspective of professional roles multidimensionality approach, psychologists emphasize that we cannot perform all roles equally. Because each role involves different contexts, relationships, responsibilities and likely different personality characteristics. This study aimed to identify teacher's personality characteristics (personality traits and professional identity), which determines the teachers' priority in classroom. 436 vocational teachers from Lithuania filled up a self-administered questionnaire. It consisted of the Teachers' Professional Identity Questionnaire (Beijaard et al., 2000), Big Five Inventory (BFI;John et al., 2008) and two items to clarify VET teachers' priorities in the classroom. The results revealed that two completely different characteristics of personality are related to different preferences in the classroom. The personality trait of agreeableness is significant in predicting preference to favor a good emotional atmosphere (p < .01), and the didactical expert role predicts teachers' preference to favor technology-based training (p < .001).

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Motivations and Concerns: Voices from Pre-service Language Teachers

Cited by 8 publications

References 52 publications

Career Motivations as Sources of Teacher Identity in Foreign Language Education

Career Motivations as Sources of Teacher Identity in Foreign Language Education

Anxiety in language teachers: Exploring the variety of perceptions with Q methodology

Positive Emotional Atmosphere or Technology-Based Training: Teachers’ Priorities Depending on Their Personality

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