The roles of critical incidents to construct public senior high school english teachers’ identities development

Abstract

This study investigated the role of critical incidents (CIs) to construct Public Senior High School English teachers’ identities development. The researchers examined the meanings of CIs and how these developed their identities as Public Senior High School English teachers. To gain the data, the researchers conducted Open-Form Questionnaire and Open-Ended Interview toward eight Public Senior High School English teachers in Yogyakarta. The data were collected using narrative inquiry statements which displayed respondents’ life story in constructing teachers’ identities related to their CIs. The result of this research demonstrated that there were 12 CIs which were classified into 3 major categories of CIs namely: students’ misbehavior, smart student, and self-improvement. The meanings of these CIs were; motivating teacher to be reflective teacher, empower teacher to be agentic teacher in finding solution, developing teachers’ identities, supporting teachers to have better quality of teaching, and improving teacher confidence. Those meanings of CIs gave a great role to construct Senior High School English teachers’ identity.

Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context

“…The findings of the current study corroborate the results of the research conducted by Nazari & De Costa (2021), who found that CIs negatively influences teachers' agency and emotions. The results substantiate findings of other studies in which the most recurring CI sources are reported to be learners' unwelcoming behaviors (e.g., Atai & Nejadghanbar, 2016;Karimi & Nazari, 2019;Molani et al, 2021;Pourhassan & Nazari, 2021;Putri & Kuswandono, 2020). In some events reported, the teachers identified the students as problematic, expecting them to act more politely and discreetly.…”

“…However, students may extrapolate outside feelings unrelated to the teachers' teaching practices. Putri and Kuswandono (2020), in an EFL context, identified the students' misbehavior as a critical incident claimed by the high school Indonesian EFL teachers.…”