The interplay of possible language teacher selves in professional development choices

Abstract

Empirical research on possible selves proliferates in the literature on psychology, yet it is only in the latter half of the 2000s that possible selves were exploited in applied linguistics fields. Kubanyiova’s (2007, 2009) recent mixed-methods study introduced the concept of ‘possible language teacher selves’ as a construct through which to explore language teacher development. Aiming to add to empirical findings in the area, this qualitative study was conducted to investigate the roles that possible language teacher selves play in the teacher development choices of seven in-service Korean English teachers. Findings highlighted clearly constructed actual and possible language teachers selves. Lack of language self-efficacy was found to be near synonymous to lack of teaching self-efficacy for these participants, and the negative affect surrounding this lack of language self-efficacy emerged as the primary drive to engage in teacher development in this context. Two key motivational patterns of the participants’ possible language teacher selves emerged: teachers were either guided by a central need to repair perceived inadequacies of the self, or to enhance the self. A third motive, adhering to normative obligations, was found to be the least significant in driving choices for teacher development.