Teachers’ Professional Identity: A Content Analysis

Rus, Cláudia; Tomşa, Anca Raluca; Rebega, Oana Luiza; Apostol, Livia

doi:10.1016/j.sbspro.2013.04.302

Cited by 22 publications

(17 citation statements)

References 17 publications

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“…It is also believed that "the formative years' experience and students' preferences in learning English were primary factors that influenced teachers' professional identity and their sense of subject competence and these formed influential factor in the interaction between professional identity and teachers' attitudes towards the notion of EIL" (Masoumpanah & Zarei, 2014, p. 1106. Kao and Lin (2015) reviewing the literature on the professional identity of teachers came up with two categories conceptualizing various aspects of teacher identity: (1) formation and development of teachers' professional identity and (2) identification of characteristics of teachers' professional identity (Rus, Tomşa, Rebega, & Apostol, 2013). Professional identity of teachers encompasses internal and external factors such as, teachers' personal life experience, teachers' thinking about instruction, personal values and expectations for the future, and teachers' relationships with peers, work environment redesign, organizational structure, the implementation of teaching, education reform, school leadership, and professional development (Kao & Liu, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Ghanizadeh¹,

Ostad²

2016

SUET

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Recent conceptualizations of professional identity as an ongoing process of interpretation and re-interpretation of experiences demonstrate that it is dynamic and subject to an ongoing learning process. In effect, identity is essentially viewed as fluid, dynamic, recursive, and discursive process in which statements about actions are translated into statements about states, and vice versa. Having these standpoints in mind, the present paper aims at depicting the profile of English as a foreign language (EFL) teachers' professional identity. The second purpose of this study is to examine the relationships among the components of teachers' professional identity as measured by Kao and Lin's (2015) model comprising six latent factors of teachers' professional identity: self-expectation (SE), teachers' duties (TD), external influential factors (EF), pedagogy (PE), instructional skills and knowledge (SK), and teachers' citizenship behavior (CB). This study also sought to scrutinize the dynamics of teachers' identity in accordance with their teaching experience, gender, and educational level. For these purposes, 110 EFL teachers were chosen from different language institutes in Mashhad, a city in northeastern Iran. The results indicated that SE received the highest value and EF obtained the lowest mean score in our sample. The highest correlation was observed between SK and PE, followed by the relationship between TD and PE. The results indicated that there were significant correlations between teachers' teaching experience and all the teachers' identity components. It was also found that there were statistically significant differences between male and females in four components of identity as follows: TD, PE, SK, and CB. The results showed that there were variations in teacher identity with regards to their educational level.

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Section: Introductionmentioning

confidence: 99%

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Ghanizadeh¹,

Ostad²

2016

SUET

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“…A problemática da iniciação à docência tem sido analisada sob diferentes ângulos, notadamente: desenvolvimento da identidade profissional (ENDO; REECE-MILLER; SANTAVICCA, 2010SANTAVICCA, , 2012RUS;TOMSA;REBEGA;APOSTOL, 2013); caracterização da fase de indução (DALGARNO; COLGAN, 2007;VONK, 1993); problemas relativos à retenção de professores novatos (COCHRAN-SMITH et al, 2012;INGERSOLL & ROSSI, n. d.); apreciação da formação inicial em relação à experiência da inserção profissional (HONG, 2010;MOULDING;STEWART;DUNMEYER, 2014); programas de acompanhamento de retenção de professores iniciantes (VONK, 1993); aprendizagem docente (COCHRAN-SMITH, 2012A;ROTS et al, 2012).…”

Section: Introductionunclassified

A inserção profissional de professores de educação física iniciantes: aprendendo a ser professor

Gariglio

2016

Educação (Porto Alegre, Online)

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ResumoEste artigo relata os achados de uma pesquisa que trata dos aspectos singulares dos processos de iniciação à docência e à aprendizagem docente vivida por professores de educação física licenciados, egressos de uma universidade da rede federal de ensino. A metodologia de pesquisa é de cunho qualitativo, de caráter descritivo. O estudo foi realizado com 13 professores iniciantes (nove homens e quatro mulheres) e fez uso de duas técnicas de coleta de dados: entrevista e análises de casos de ensino. Os dados da pesquisa mostram que o pertencimento a um determinado campo disciplinar é um elemento importante a considerar para análise dos processos de inserção profissional e aprendizagem docente, já que definem modos particulares e cruciais de ser professor e de se inserir na profissão. AbstRActThis paper reports the findings of a survey that addresses the unique aspects of the initiation processes teaching and teacher learning experienced by teachers of physical education graduates, graduates of a university of the federal schools. The research methodology is qualitative nature, descriptive character. The study was conducted with 13 beginning teachers (9 men and 4 women) and made use of two data collection techniques: interview and analysis of teaching cases. The survey data show that membership in a particular subject area is an important element to consider for the analysis of profesional integration processes and teacher learning as they set specific and crucial ways to become a teacher and to enter the profession. ResumenEste artículo presenta los resultados de una encuesta que se ocupa de los aspectos únicos de la iniciación de los procesos de enseñanza y aprendizaje docente experimentado por los profesores de los graduados de educación física, los graduados de una universidad de las escuelas federales. La metodología de investigación cualitativa es la naturaleza, carácter descriptivo. El estudio se realizó con 13 maestros principiantes (9 hombres y 4 mujeres) y uso que se hace de dos técnicas de recolección de datos: entrevista y análisis de casos de enseñanza. Los datos de la encuesta muestran que la pertenencia a un campo particular del asunto es un elemento importante a tener en cuenta para el análisis de los procesos de integración profesional y maestro de aprendizaje, ya que establecen formas específicas y cruciales para convertirse en un maestro y para entrar en la profesión. Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada.

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“…The challenges in developing professional identities among ESL teachers are discussed in several studies (Oruҫ, 2012;Rus, Tomşa, Rebega, & Apostol, 2012;Viczeko & Wright, 2010). The findings in the current study illustrated how all of the participants recognised the need to move towards becoming ESP educators but some of them (Mila and Jamal) were not able to view themselves in this way.…”

Section: Resultsmentioning

confidence: 70%

“…Findings about the ongoing process of developing professional identities through interactions with institutional contexts and negotiating tensions were reported elsewhere (Oruҫ, 2012;Rus, Tomşa, Rebega, & Apostol, 2012;Viczeko & Wright, 2010). For example, Oruҫ (2012) found that teacher trainees developed their professional identities through negotiation between their personal and professional beliefs in their understandings about teaching.…”

Section: It Might Be Prejudice and Stereotypical Unfair Too But If mentioning

confidence: 88%

“…For example, Oruҫ (2012) found that teacher trainees developed their professional identities through negotiation between their personal and professional beliefs in their understandings about teaching. Rus, Tomşa, Rebega and Apostol (2012) identified elements that teachers negotiated to form professional identities. Viczeko and Wright (2010) reported on the ongoing process of developing professional identities through reflection experienced by teacher graduates in the process of becoming a teacher.…”

Section: It Might Be Prejudice and Stereotypical Unfair Too But If mentioning

confidence: 99%

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Managing the complexities of English language teaching in engineering

Mohamed¹

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In this 21 st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills.With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum.This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses.The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semistructured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols.This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language ...

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Teachers’ Professional Identity: A Content Analysis

Cited by 22 publications

References 17 publications

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

A inserção profissional de professores de educação física iniciantes: aprendendo a ser professor

Managing the complexities of English language teaching in engineering

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