Teacher Self Research Articles

A case study on teacher self and teaching (de)motivation of early childhood English teachers

A case study on teacher self and teaching (de)motivation of early childhood English teachers

Silence, obligation and fear in the possible selves of UK LGBT-identified teachers

ABSTRACTThis article highlights the complexity of LGBT teacher identities in UK educational contexts. The article argues that the historically dissonant relationship between sexualities and schooling is further compounded by embedded assumptions of heterosexuality in schools. In response to these heteronormative assumptions, LGBT-identified teachers negotiate conflicting obligations both to hide their LGBT identities, and to act as role models for their students. Throughout the article, I use the framework of ‘possible selves’ [Markus, H., and P. Nurius. (1986). “Possible Selves.” American Psychologist 41 (9): 954–969] to explore the extent to which these factors are further complicated by the temporal matrix of teaching experience, in which teachers negotiate past and present imaginings of their future teaching identities. I draw on data from interviews with LGBT-identified UK state secondary school teachers to explore the competing temporalities through which these teachers give accounts of their professional practice.

고등학교 교과서 활용 및 개선에 관한 예비교사의 인식 연구

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints.BR Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

Investigation of Science And Art Center Teachers’ Perception of Self-Efficacy

This research is aimed to determine the perception of self-efficiency of the teachers working in Science and Art Centers. Whether opinions of teachers show diversity according to their gender, working styles, ages, professional seniorities, graduation levels and numbers of service trainings about education of talented students or not was regarded as secondary aim of this research. Then, the opinions of the teachers were evaluated according to independent variables. This research that aimed to investigate the percepions of the teachers working in Science and Art Centers according to various variables was an observational study. “Teacher self efficiency scale” which was developed by Senemoğlu (2006) was used in our research and research data were collected by the help of this scale. The research data was evaluated with SPSS statistics program and analyzed by using statistical techniques like frequency, percentage, arithmetical average, standard derivation, t-test, One Way Anova, Turkey HSD test and Kruskall Wallis.Population of this study was the teachers who worked at Science and Art Centers in 2014-2015 school year (579 teachers). The sample consisted of 250 teachers who worked at Science and Art Centers of administrative provinces of Turkey: Gaziantep, Adana, Mersin, Kahramanmaraş, Diyarbakır, Şanlıurfa, Nevşehir, Van, Hatay, Bartın, Balıkesir, Kars, Rize, Ankara, Konya, Kastamonu and Kayseri. According to the research, it was found that the level of self efficiency perception of teachers who worked at Science and Art Center was at average level, the level of self efficiency perception of teachers didn’t show significant difference according to their gender, the level of self efficiency perception of permanent teachers was more higher than teachers who were not permanent. Some suggestions were put forward under the light of these findings.

An Educational Perspective on the Lie with a Focus on the Teacher's Self Reflection on Pupil's Lie

An Educational Perspective on the Lie with a Focus on the Teacher's Self Reflection on Pupil's Lie

The varied textures of an arts-informed methodology: Exploring teachers' identities through artful expressions

ABSTRACTUnderstanding how teachers come to know and make sense of teaching is a challenging endeavor. Uncovering elusive strands of thinking through arts-informed approaches has the potential to transform personal understandings of teacher selves and professional practice across diverse early childhood contexts (Clandinin, Downey, & Huber, 2009). Drawing on an arts-informed methodology combining bricolage, portraiture, and an artist's methods, this article presents a seven-framed model for exploring teachers' identity journeys. Working with six early childhood teachers in community-based Australian Long Day Care settings, teachers use these frames as methodological tools for “developing and constructing” photos, drawings, narrative, and artifacts to make visible intangible perceptions of self-identity and experience (Bown & Sumsion, 2007, p. 30; Langer, 1957). These artistic responses were treated as provocations to explore shared meanings and position arts-informed methods as valuable research spaces (Black & O'Dea, 2015) of learning, connection, and transformation (Black, 2002).

Sources of Efficacy as Predictors of Early Childhood Pre-Service Teachers’ Self-Efficacy in Ghanaian Teacher Education Universities

The thrust of the study was to determine the extent to which sources of efficacy predicted and explained early childhood preservice teachers’ self-efficacy in Ghana. The study employed a survey design that selected 164 regular final year student teachers pursuing a Bachelor of Education degree in Early Childhood Education in two public universities in Ghana. The teacher self-efficacy scale and the sources of efficacy scale consisting of 60 items were used to gather data. Data was analysed using means and standard multiple regression. The study revealed that student teachers have high self- efficacy. Their self-efficacy beliefs is significantly predicted by the overall sources of efficacy. Specifically, mastery experiences significantly predicted preservice teachers self efficacy. When the effect of the various sources of self efficacy of the preservice teachers’ self-efficacy was explored separately, it came to light that vicarious experiences predicted preservice early childhood educators’ self-efficacy in engaging learners and using instructional strategies while enactive mastery experiences predicted their self-efficacy in managing classrooms and involving parents in their children’s education. It was recommended among others that pre internship, internship and post internship seminars should be well structured for students to have enough practice sessions and observations; there should be regular supervision from lecturers and post teaching conferences to provide appropriate feedback to build student teachers’ confidence and self-efficacy.

Pedagogical (Re)Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in Pakistan

This article illustrates the complexities as well as the promises of enacting a decolonial praxis in the context of teacher professional development. Focusing on a specific case of teacher professional development workshops in Pakistan, and drawing on the methodology of narrative inquiry, I outline some of the pedagogical (re)encounters that I created to reclaim local knowledge ecologies. It entailed examining the current moment of coloniality, including acknowledging internalized “extraversion” or westward orientation; an active reengagement with local landscapes, intellectual productions, and teacher selves, including a critique of hegemonic relations of domination; and finally, becoming hunarmand (skillful) in taking up, twisting, and molding dominant pedagogical models toward anti- and decolonial ends.

English

This study investigates the effect of preschool teachers’ collective self-efficacy. A study group consists of 172 preschool teachers who are working in public preschools affiliated with the Ministry of National Education in different cities of Turkey. In this study, teacher self- efficiency scale is employed to assess professional efficiency perception of teachers. Schwarzer et al have developed the scale, Sunbul and Arslan studied validity and validity of scale, and adopted it to Turkish. For identifying teachers’ collective self-efficacy, the Collective Teachers’ Self-Efficacy Scale developed by Arslan and Sunbul (2006) has been applied. In data analysis, Pearson product-moment correlation, and simple linear regression analysis method has been used. As a result of the study, it was found that there was a positive relationship between teachers’ self-efficacy and collective self- efficacy. Besides, it was found that teachers’ self-efficacy significantly explain collective self- efficacy. Key words: Teacher, self-efficacy, collective self-efficacy.

School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

This study explored first and second year agriculture teachers’ job satisfaction and teacher self- efficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three states and stepwise multiple regression techniques were used to analyze the data. The researchers found that colleague support was statistically significant contributors to beginning teachers’ efficacy. District and school administration, colleague, and financial supports were all statistically significant contributors to teachers’ job satisfaction. These findings provide support for further research to explore gaps in the profession’s understanding of the role school culture plays for agriculture teachers. Recommendations include incorporating positive relationship-building techniques into pre-service and teacher induction programs and making beginning teachers aware of materials used in promoting agricultural education programs and building administrative relationships.

SELF EDUCATION ACTIVITY OF YOUNG TEACHER: A HISTORICAL ASPECT

This article researches the problem of self-education organization by young teacher of Ukraine in the end of XIX – beginning of XX century, this period is characterized by the development of national education, finding innovative aspects in solving problems of teachers’ development and self-identity, improving their own career, gaining the pedagogical mastery, formation of teacher professional self- education. It has been determined that organizing factor of pedagogical self-education was a non-compliance of coordination between the state needs to provide Ukrainian folk school by quality pedagogical trained personnel and insufficient training of graduates of educational institutions. The views of famous scientists and educators (M. Vahner, R. Viler, F. Helbke, V. Ivanovskiy, O. Muzychenko, I. Ohienko,Y. Chepiga) of the study period (including – some unknown ones in scientific circles) on the nature of young teacher self-education activity, leading its study forms andtools have been analyzed. Based on analysis of scientific studies it has been found that self-education of young teacher has two main functions – education (as a tool to overcome the shortcomings of professional training, acquisition of professional experience) and educational (the spiritual development of the individual, self- improvement, knowledge, worldview, that dependent on reflection of the state professional development and improvement). It has been determined that the most successful self-education forms of young teacher are collective and individual ones, namely: reading, observation, consultation, lectures, exchange of experiences, mutual communication etc. Self-education organization is characterized by time of all educational congresses; visiting educational museums; temporary educational courses studying for teacher training and Ukrainian Pedagogical Academy; attending the young teacher school meetings and school teachers' council. The effective products of self-education of young teacher have been characterized. For example: monographs, textbooks and manuals of leading Ukrainian and foreign educators; foreign and comparative educational researches; annual training edition, lectures on psycho- pedagogical subjects; mobile educational exhibitions. Summarizing conclusions on perspective areas of implementation progressive experience of young teachers self- education on study period have been made, including the use of scientific and methodological potential scientists of the National Academy of Pedagogical Sciences of Ukraine.

Level of Teacher’s Self Efficacy Based on Gender, Teaching Experience and Teacher Training

This study aimed to review the level of primary school teacher self-efficacy according to gender, teachers’ training and teaching experience that pursued. It involved 443 teachers primary school around the Federal District Kuala Lumpur, Malaysia which is selected by stratified random. The samples consist of 122 male and 321 female teachers. This study’s data were collected by using questionnaire method. Classroom Management and Discipline instruments Efficacy built by Emmer Hikman (1991) contains 35 items were used to collect data on Teachers Self Efficacy. SPPS apps version 22 is used to analyse survey data. The findings indicate that the level of primary school teacher self-efficacies was at a moderate level, M = 3.306, SP = 0.288, while findings also indicate that there are no significant differences according to gender self-efficacies of teachers and teacher training. However, the results show that there is a significant difference of efficiency of teachers according to their own teaching experience.

Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher’s professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

Modelling a Learning Journey towards Teacher Ecological Self

Abstract The article discusses the notion of the ecological self as a key concept for teacher identity construction during teacher education in the context of sustainable development (SD). Substantial amount of literature supports the understanding that the solution to the global sustainability crisis lies in the field of education where teacher identity, teacher self, plays a significant role. The paper gives the argumentation for the concept of ecological self and focuses on the question how to support the development of the ecological self during teacher education (TE). Esbjörn-Hargens & Zimmerman’s model of eco-selves and Saks’ model of intention are presented that could be used for that purpose. Some methods for supporting the development of an ecological self of a future teacher are also shared, for investigation and practical implementation in TE. The limitations of the present approach are obvious first and foremost due to the understanding that we are currently facing transformation in governing paradigms, change in dominating worldviews that penetrate any quest for ‘truth’, also in the field of science.

Developing an eHealth intervention for cancer symptom management for rural residents.

207 Background: A disproportionate number of late-stage cancer diagnoses occur in rural residents. Paradoxically this population, with an increased need for palliative care, has minimal access to these services. As smartphone and high-speed internet connectivity reaches near universal penetrance across the country, eHealth technologies have the potential to address this palliative care access gap. Oncology Associated Symptoms and Individualized Strategies (OASIS) web-app was developed to provide tailored cancer symptom self-management support and address this gap. Methods: A two-phased, mixed-methods design was used to: (1) assess stakeholder needs and opinions on the role of eHealth technologies to manage cancer symptoms; and (2) beta test a symptom self-management web-app. Adult patients with advanced cancer and clinic staff from two rural cancer clinics were recruited. A descriptive qualitative approach was used to analyze the patient interviews and staff focus groups. Themes related to symptom management needs and the role of technology were identified. OASIS was developed to address the themes found in phase 1. OASIS consists of 57 self-management strategies for 15 cancer symptoms and a visual symptom/strategy tracker for patients to monitor their symptoms and improve their self-management skills. Results: n = 15 patients were interviewed and n = 11 staff participated in focus groups. Themes identified were “fatalistic acceptance”, “teaching self how to manage symptoms”, and “balancing information needs”. To address these themes OASIS was developed and beta-tested with n = 10 rural residents with advanced cancer. 100% of participants were able to access OASIS via their home internet connection, 80% understood how to use the web-app after one 15 min teaching session, and 50% requested access to the web-app for family to help them with their symptoms. Conclusions: Patients and staff in rural communities have significant cancer symptom management needs and are interested in using eHealth technologies to address these needs. OASIS was found to be accessible, user friendly, easily navigated, and visually appealing. Future research is needed to evaluate the feasibility and acceptability as well as the efficacy of OASIS.

Pre-service EFL Teachers⿿ Professional Self-concept: English Teaching Efficacy, Self Reported English Proficiency and Pedagogical Strategies: A Case Study in Turkish Context

Abstract This study touches upon one of the prominent problems in foreign language teacher education in Turkey: professional self-concept. Among the obstacles in growing competent language teachers and maintaining their quality are their self-perceptions regarding the efficacy of their teaching and their proficiency levels. Besides external factors like educational conditions, pre/in-service training, workplace facilities, teachers self- perceptions regarding their teaching efficacy and ability must be considered to improve teacher competencies. Teachers⿿ beliefs in their efficacy are shown to have a role in their personal growth and professional success. To delve into Turkey millieu in depth, following Eslami (2008) , the present study examines pre-service EFL teachers⿿ perceptions of their teaching efficacy regarding their personal capabilities to teach English as a Foreign Language (EFL) and of their English language proficiency levels in Turkish context. For data collection, a modified version of the Teacher Sense of Efficacy Scale ( Tschannen-Moran & Woolfolk Hoy, 2001 ) was used to assess perceived efficacy for classroom management, and instructional strategies. In addition, self-reported proficiency and pedagogical strategies scales used by Chacon (2005) were also used. The present study pinpoints that pre-service language teachers should be encouraged and informed through awareness-raising procedures to improve their self-concept, which will in turn enhance their personal and professional growth.

Turkish English Teachers⿿ Professional Teacher Self as One of the Possible Selves

Abstract This study reports the results of a study exploring Turkish English teachers⿿ professional self in relation to teacher education. The study also examines the relationship between the participants⿿ educational background, teaching experience and their professional self. The study was carried out in Ankara, Turkey. The participants of the study were English language instructors of Hacettepe University, School of Foreign Languages. A total of 43 English instructors (females: 36 and males: 7) voluntarily participated in the study, responding to a questionnaire composed of 40 items regarding teacher professional self. The results of the Professional Self Questionnaire revealed that the rate of Turkish English teachers⿿ professional self was very high (81%, M=4.09). Also, there was a significant difference in participants⿿ professional self depending on their educational background. The results indicated that the participants⿿ professional self did not differ significantly in relation to their teaching experience.

Shaping the identity of novice academics: strategies for support professional development

Studies on professional development and the construction of teaching identities in Higher Education point to the need to review the induction process for novice academics and to establish programmes that support their inclusion in the university. This article analyses such a programme, focusing on strategies used to construct an academic teaching identity. The results allowed participants to feel included, to construct rational guidelines for teaching, and to construct clear scenarios for understanding their tasks within the institution. However, the results also highlight the need to integrate the research side into the programme, thus helping them to construct a global academic identity that integrates the teaching self and the investigating self.

Pedagogies of Muslim feminisms: reflections on faith, space and citizenship

ABSTRACTIn this article, I offer a qualitative study of three spaces created by and for young Muslim women in Toronto, Canada: an after-school drop-in programme for Muslim girls, a Somali women’s group and a Muslim women’s collective. I focus on data gathered from interviews of seven Muslim women in their 20s who created the spaces, which offered refuge from the racism and Islamophobia in Canadian schools and society and from the patriarchal forms of social control in their families and communities. Drawing on feminist and ethnographic approaches to citizenship studies and a critical faith-centred epistemology, I consider how these spaces function as loci for teaching and learning self and community, building communities of resistance and articulating new notions of the political and of citizenship.