The Dimensions of Identities and its Roles in Shaping Teachers’ Effectiveness

Khalid, Fariza

doi:10.5901/mjss.2015.v6n3s1p306

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…Again, some of the teachers, regarded their families as their priority after school hours, followed by their official job at a school, while participating in online CoPs became less critical. Older teachers whose children were aged between 9 and 12 and between18 and above mentioned having grown up children gave them more time for their work and themselves (Khalid, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Streams 1-2-17-28-35, 1-3-17-28-35, and 1-4-17-28-35 show that teachers' personal identities (age, gender, number of children, the age of children) contributed to teachers' commitment to online sharing activities. As explained in Khalid (2015), teachers with younger children claimed to have to commit more time to their children, compared to those who had older children. Concerning how their responsibilities to family and children affected their commitment towards teaching-related activities, especially after school hours, the same factor influenced their commitment towards participation in online sharing activities.…”

Section: The Influence Of Identities Upon Their Participation In Online Copmentioning

confidence: 96%

“…Teacher professional development should provide not only pedagogical-related issues (Souto-Manning, 2012) but also offers a platform for teachers to discuss their practices in classrooms (Khalid, Joyes, Ellison, & Daud., 2014;Taylor, 2017). Through this sharing approach, teachers can improve their teaching and learning skills (Lysaker & Thompson, 2013), build better understanding of their students (Parkison, 2009), and develop their professional identities (Khalid, 2015;Taylor, 2017). Palincsar (1998) describes teachers' networks as communities of practice, which involve teachers coming together to improve their practice by joining reflection groups.…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Dimensions of Identities and Its Impact Upon Member’s Participation in an Online Community of Practice

Khalid

2018

JITE:Research

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Aim/Purpose: The study aims to explore the dimensions of identities in relation to an online community of practice (CoP) and how the dimensions of identities influence the way teachers behave on their online CoP. Background: One of the emerging approaches for teachers’ professional development is through a form of community of practice, through which teachers learn through collaboration and active learning. In line with the progression in technology, online communities of practice have been widely accepted as one of the possible approaches for teacher professional development that can enhance the opportunity for collaboration. Even though online CoPs provide a better platform for collaboration and sharing best practices among teachers, some issues lead to a failure of any online CoPs. Day, Sammons, Stobart, Kington, & Gu (2007) stress the importance of understanding the aspects of identities and their impact on how teachers perform and commit to any activities and that an understanding of teachers’ identities is central to any analysis of teachers’ effectiveness, work, and lives. Previous research, however, studied the aspects of identities in the perspectives of the development of their identities as teachers in the context of their daily interaction with significant others in face-to-face mode. However, there has been very little research that has focused on teachers’ identities in relation to their participation in online communities. The extent to which their identities influenced the way they interact, engage, and contribute to their online CoP is still debatable, although it was profoundly stated that identities play a great role in shaping teachers’ behavior in their offline CoPs. Taking this into account, this study aims to identify the dimensions of identities in an online CoP setting and how these identities influence their capacity to involve themselves in online sharing through communities of practice (CoPs). Methodology: This research employed a case study approach which involved 16 teachers from six high performing secondary schools. The selection of the participants was made through purposive sampling. Data was generated through in-depth one-to-one interviews. Data analysis was conducted using thematic analysis through which the emerging themes were carefully identified. Contribution: The study has successfully identified the dimensions of identities in relation to teachers’ participation in an online CoP, which adds to the current body of literature. The result of the study also illustrates how these dimensions of identities interrelated to each other that led to the teachers’ level of participation in an online CoP. Having an in-depth understanding about identities also would provide a better understanding of why the members reacted the way they did and, and how the dimension of identities plays a role in this. Findings: The result of the analysis indicates four main dimensions of identities, i.e., personal identities, professional identities, learner identities and member of the community’s identities. These dimensions were found to influence each other. Overall, there are seven factors seen as ‘immediate’ causes leading to the final outcome (participation in online CoPs), i.e., beliefs in the benefits of informal sharing activities, perceived importance of online sharing activities, perceived role in community, willingness to initiate discussions, willingness to respond, acceptance towards others’ comments, and beliefs in the benefits of online communities. Personal identities affected not only their jobs as teachers but also influenced their commitment towards their participation in the online CoPs in this project. Their prior knowledge and experience influenced teachers’ perceived competency in using online sharing applications. Their prior experience also impacted the way they perceived the benefits of online activities (teachers’ identities as learners) and their attitudes towards them. The findings indicate that different individuals had different sharing preferences, and the differences were partly driven by how they conceived of professional development as well as how they perceived themselves professionally. Recommendations for Practitioners: This study also indicates that to ensure the success of any online professional development for teachers, it is essential to take into consideration the aspect of endorsement by senior management, e.g., principals or coordinators from a district or state level. It is also critical for stakeholders to understand the working culture of teachers and their conception of professional development to ensure any new policies is in line with teachers’ identities. Recommendation for Researchers: The analysis in this study was developed by exploring the reasons behind the teacher’s behaviors. In the future, it will be more meaningful for new researchers to consider the dimensions of identities when they develop any online CoP. Future Research: This study was conducted using a qualitative approach. The emerging dimensions of identities can be used by future researchers as a basis to do quantitative research that covers a larger sample size, through which a generalization can be made. A causal network that was developed in this study can be tested using inferential statistics.

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Section: Discussionmentioning

confidence: 99%

Section: The Influence Of Identities Upon Their Participation In Online Copmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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Understanding the Dimensions of Identities and Its Impact Upon Member’s Participation in an Online Community of Practice

Khalid

2018

JITE:Research

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“…Walau bagaimanapun, sikap negatif pelajar adalah faktor utama yang memberi kesan kepada keyakinan diri mereka. Guru novis juga didapati sering mengelak untuk bertanya 'terlalu banyak' daripada guru yang lebih berpengalaman di sekolah mereka bagi mengekalkan harga diri mereka (Fariza Khalid, 2015).…”

Section: Pengurusan Emosiunclassified

Hubungan antara Tahap Penglibatan Guru Novis di Negeri Melaka dalam Pembelajaran Tidak Formal Melalui Media Sosial dengan Pengurusan Bilik Darjah dan Pengurusan Emosi

Hisham

Kutty

2021

MJSSH

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Kajian tinjauan ini bertujuan untuk mengenal pasti hubungan antara tahap penglibatan guru novis dalam pembelajaran tidak formal melalui media sosial dengan tahap pengurusan bilik darjah dan tahap pengurusan emosi guru novis. Kajian ini dijalankan di 100 buah sekolah rendah dan sekolah menengah daripada tiga buah daerah di negeri Melaka iaitu daerah Alor Gajah, Melaka Tengah dan Jasin. Seramai 219 orang guru novis dari 100 buah sekolah rendah dan sekolah menengah di negeri Melaka telah dipilih sebagai responden bagi kajian ini. Kajian ini merupakan kajian kuantitatif dengan menggunakan kaedah tinjauan. Data kajian dikumpulkan menggunakan satu set soal selidik yang ditadbir secara atas talian menggunakan perisian ‘Google Form’. Instrumen soal selidik dalam kajian ini mengandungi empat bahagian yang mana Bahagian A mengandungi maklumat berkaitan demografi, bahagian B berkaitan tahap penglibatan guru novis dalam pembelajaran tidak formal melalui media sosial, bahagian C berkaitan pengurusan bilik darjah dan akhir sekali Bahagian D meliputi soalan-soalan berkaitan pengurusan emosi guru novis berdasarkan Model Kecerdasan Emosi Bar-On. Hasil analisis kajian menunjukkan bahawa tahap penglibatan guru novis dalam pembelajaran tidak formal melalui media sosial berada pada tahap yang tinggi. Begitu juga dengan tahap pengurusan bilik darjah dan tahap pengurusan emosi guru novis. Dapatan kajian juga menunjukkan bahawa terdapat hubungan yang signifikan antara tahap penglibatan guru novis dalam pembelajaran tidak formal melalui media sosial dengan tahap pengurusan bilik darjah dan pengurusan emosi guru novis. Selain itu, kajian ini turut membincangkan implikasi pembelajaran tidak formal melalui penggunaan media sosial terhadap tahap profesionalisme guru novis serta langkah-langkah yang sesuai bagi meningkatkan keberkesanan pembelajaran tidak formal melalui media sosial dalam kalangan guru novis.

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“…Day et al (2007) also report that teachers who are within the first three years of the profession show a high commitment towards their profession; however, students' negative attitudes are the main factor impacting on their self-confidence. Novice teachers have also been found to hold back from asking 'too much' of their seniors so as to maintain their self-esteem (Khalid, 2014;Khalid, 2015). Much research has been done into the development of teachers' professional identities; however, for new teachers, the transition from their learning institution to the real context of work has been given a little focus in past research.…”

Section: Introductionmentioning

confidence: 99%

Challenges and Support for the Development of Novice Teachers’ Professional Identities

Khalid¹,

Husnin²

2019

Proceedings of the 6th International Conference on Educational Technologies 2019

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Teaching profession requires teachers to be prepared with skills and knowledge to overcome challenges related to subject matter, students, colleagues and personal matters. In order to become an outstanding teacher, one has to undergo formal as well as informal professional development experiences. This study aims to explore the challenges faced by novice teachers and the sources they turned to in order to resolve these challenges. The research participants were three novice teachers who are currently in their first two years of teaching experience. The data were mainly collected using semi-structured interviews with each participant. With the assistance of NVivo software, the data were coded using a thematic analysis approach. The findings indicate that novice teachers not only struggle with their own lack of skills, but are also burdened with students' negative attitudes and difficulties in the environment in which they work. The main supportive elements found to be helping these teachers in solving their problems are support from senior colleagues and family, and information available on the Internet.

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The Dimensions of Identities and its Roles in Shaping Teachers’ Effectiveness

Cited by 5 publications

References 11 publications

Understanding the Dimensions of Identities and Its Impact Upon Member’s Participation in an Online Community of Practice

Understanding the Dimensions of Identities and Its Impact Upon Member’s Participation in an Online Community of Practice

Hubungan antara Tahap Penglibatan Guru Novis di Negeri Melaka dalam Pembelajaran Tidak Formal Melalui Media Sosial dengan Pengurusan Bilik Darjah dan Pengurusan Emosi

Challenges and Support for the Development of Novice Teachers’ Professional Identities

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