Teacher Self Research Articles

Revisiting Plozévet

A special issue of French Cultural Studies in 1999 sought to explore the ways in which Modern Linguists have often tended to erase traces of their personal lives from their work. Contributors responded in an autobiographical mode by exploring the ‘hidden selves of scholars and teachers’. This article builds on these reflections by exploring the extent to which Edgar Morin’s Commune en France (1967), his contribution to the multidisciplinary project in Plozévet in Brittany, may be understood as ‘autobiographie involontaire’. The study reads Morin’s Journal de Plozévet (published in 2001, over three decades after the research was completed) in relation to the original monograph and suggests that the diary operates as the second panel of a diptych that reveals the texts’ interdependence. The journal fulfils a ‘genetic’ function, providing the sources for elements of Morin’s monograph and giving an indication of the extent to which Morin drew on the work of his wider team to complement his own observations. More importantly, however, reading the two texts in counterpoint – the one providing spontaneous reflections in the field; the other revealing their processing in the immediate aftermath of the enquête – is part of the revelation of the ‘hidden selves’ of a researcher embedded in a monograph that has been long considered a classic of post-war French sociology.

A Study On Developing A Scale For Science and Primary Teacher's Self Efficacy Regarding Providing Project-Based Teaching

Bu çalışmanın amacı, fen bilimleri ve sınıf öğretmenlerinin proje tabanlı öğretim yapabilme özyeterliliklerini ölçmede kullanılabilecek geçerli ve güvenilir bir ölçek geliştirmektir. Ölçeğin geçerlilik ve güvenirlik çalışmaları, 2012-2013 yılı Malatya İli Milli Eğitim Müdürlüğü’ne bağlı ortaokul ve ilkokullarda görev yapmakta olan 61 fen ve teknoloji öğretmeni ile 195 sınıf öğretmeninin katılımıyla gerçekleştirilmiştir. Ölçeğin yapı geçerliğini belirlemek amacıyla yapılan açımlayıcı faktör analizi sonucunda ölçeğin faktör yüklerinin 0.54 ile 0.80 arasında değişen 5 faktörden oluştuğu ve Kaiser Mayer Olkin (KMO) değeri 0.86, güvenirlik çalışması için hesaplanan iç tutarlılık katsayısı Cronbach Alpha değeri ise 0.92 bulunmuştur. Bu faktörler sırasıyla “Proje Sürecine Hâkimiyet, Rehberlik Etme”, “Planlama, Hazırlık ve Yansıtma”, “Uygulama ve Değerlendirme”, “Dönüt Verme, Alternatif Değerlendirme”, “Grup Süreci ve Üst Düzey Öğrenme” olarak adlandırılmıştır. Bu çalışma sonucunda toplam varyansın %66’ sını açıklayan, 24 maddeden oluşan 5’li likert tipi bir ölçek elde edilmiştir. Bu varyansın %40’ını birinci, %8’ini ikinci, %7’sini üçüncü, %5’ini dördüncü ve %6’sını beşinci faktör oluşturmaktadır. Geçerlilik ve güvenilirlik çalışmaları sonucunda ulaşılan bulgular, ölçeğin geçerli ve güvenilir olduğunu göstermektedir. Bu ölçeğin; proje tabanlı öğretim yapabilme özyeterliliklerinin belirlenmesinde, öğretmenler için önemli bir araç olduğu düşünülmektedir.

A Study on the Secondary Teacher Preparation Policy and Self - Controlled Accountability of the College of Education -

A Study on the Secondary Teacher Preparation Policy and Self - Controlled Accountability of the College of Education -

Remixing Selfies: Arts-based Explorations of Funds of Knowledge, Meaning-Making, and Intercultural Learning in Literacy

This article describes an arts-based writing project, the Cultural Selfie, used in a pre-service teacher education classroom to explore the concept of funds of knowledge and to develop intercultural awareness. The Cultural Selfie as a visual interpretation provided a space for pre-service teachers to reflect critically on their everyday cultural and literacy practices and their teacher Self. In doing so, they used literacy as a form of meaning-making to examine concepts such as privilege, cultural bias, and discomfort, as well as strength and weakness in relating to different cultures.

MENGAJARKAN SELF INTRODUCTION DENGAN MENGGUNAKAN METODE PERMAINAN

This community service activity was in the form of teaching self introduction by using games method and the target audience is primary school age children at Semangat Dalam village RT.31Handil Bhakti. The objectiveis to teach self introduction to primary school age children by using games method. This activity used games method. The result of this activity isabout 87,5% of 16 primary school age children (6-12 years of age) were able to introduce themselves in English after team taught them by using games method in particular by singing songs related to the material.They became more confident to introduce themselves by using English in front of their friends.

Pengaruh Kualifikasi Pendidikan dan Konsep Diri terhadap Motivasi Mengajar dan Budaya Kerja Guru Pendidikan Agama Islam di MAN Se-Kota dan Kabupaten Mojokerto

The increasing of teaching motivation and teacher work culture is influenced by many factors, both from one of them is self concept and from one of them is a teacher education qualification. This study aims to explain the results of field studies on (1) Qualifications of PAI teacher education in MAN Se-Kota and Kabupaten Mojokerto. (2) PAI teacher self concept. (3) teaching motivation. (4) Work culture. (5) The influence of educational qualifications on teaching motivation. (6) The influence of educational qualifications on work culture. (7) The influence of self-concept on teaching motivation. (8) Influence of self concept to work culture. (9) The influence of educational qualifications and self-concepts on teaching motivation. (10) Influence of educational qualification and self concept to work culture. This research is a type of correlational quantitative research because this study aims to determine the direction and magnitude of the influence between the variables studied. The subjects of the study were teachers of PAI MAN Se-Kota and Kabupaten Mojokerto as many as 35 respondents. Data collection using questionnaires, observation, interviews and documentation. The collected research data is then analyzed using descriptive analysis technique and inferential analysis. Hypothesis testing of research using simple regression analysis and multiple regression analysis. The results showed that: (1) Qualification of PAI teacher education in MAN in Kota and Kabupaten Mojokerto in high enough category. (2) The self concept of PAI teachers in positive and fairly high category. (3) The motivation to teach PAI teachers in the category is quite high. (4) The working culture of PAI teachers in the category is quite good. (5) There is no significant influence of educational qualification on teachers' teaching motivation PAI obtained Fhit <Ftabel = 0.070 <4.14. (6) There is no significant effect of educational qualification on teacher work culture of PAI obtained Fhit <Ftabel = 3,828 <4.14. (7) There is significant influence from self concept to motivation to teach teacher of PAI obtained Fhit> Ftabel - 10,468> 4,14. (8) There is significant influence from self concept to teacher work culture obtained Fhit> Ftabel - 26,359> 4,14. (9) There is a significant influence of educational qualification and self-concept on teacher's motivation to obtain Fhit> Ftabel - 5,457> 3,29. (10) There is a significant influence of educational qualification and self-concept on teacher work culture obtained Fhit> Ftabel - 5,457> 3,29. Self concept variable that is intrinsic factor of teacher give higher contribution.

Pengaruh Kualifikasi Pendidikan dan Konsep Diri terhadap Motivasi Mengajar dan Budaya Kerja Guru Pendidikan Agama Islam di MAN Se-Kota dan Kabupaten Mojokerto

The increasing of teaching motivation and teacher work culture is influenced by many factors, both from one of them is self concept and from one of them is a teacher education qualification. This study aims to explain the results of field studies on (1) Qualifications of PAI teacher education in MAN Se-Kota and Kabupaten Mojokerto. (2) PAI teacher self concept. (3) teaching motivation. (4) Work culture. (5) The influence of educational qualifications on teaching motivation. (6) The influence of educational qualifications on work culture. (7) The influence of self-concept on teaching motivation. (8) Influence of self concept to work culture. (9) The influence of educational qualifications and self-concepts on teaching motivation. (10) Influence of educational qualification and self concept to work culture. This research is a type of correlational quantitative research because this study aims to determine the direction and magnitude of the influence between the variables studied. The subjects of the study were teachers of PAI MAN Se-Kota and Kabupaten Mojokerto as many as 35 respondents. Data collection using questionnaires, observation, interviews and documentation. The collected research data is then analyzed using descriptive analysis technique and inferential analysis. Hypothesis testing of research using simple regression analysis and multiple regression analysis. The results showed that: (1) Qualification of PAI teacher education in MAN in Kota and Kabupaten Mojokerto in high enough category. (2) The self concept of PAI teachers in positive and fairly high category. (3) The motivation to teach PAI teachers in the category is quite high. (4) The working culture of PAI teachers in the category is quite good. (5) There is no significant influence of educational qualification on teachers' teaching motivation PAI obtained Fhit <Ftabel = 0.070 <4.14. (6) There is no significant effect of educational qualification on teacher work culture of PAI obtained Fhit <Ftabel = 3,828 <4.14. (7) There is significant influence from self concept to motivation to teach teacher of PAI obtained Fhit> Ftabel - 10,468> 4,14. (8) There is significant influence from self concept to teacher work culture obtained Fhit> Ftabel - 26,359> 4,14. (9) There is a significant influence of educational qualification and self-concept on teacher's motivation to obtain Fhit> Ftabel - 5,457> 3,29. (10) There is a significant influence of educational qualification and self-concept on teacher work culture obtained Fhit> Ftabel - 5,457> 3,29. Self concept variable that is intrinsic factor of teacher give higher contribution.

The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves

This paper examines how student teachers perceive the role of more experienced teachers in fostering their pedagogical cultural identities (Burgess, 2016). It reports on a project within the ‘Programa Institucional de Bolsas de Iniciação à Docência’ (PIBID), a national programme in Brazil to promote teacher recruitment and encourage undergraduates to pursue a career in teaching. The study investigated in-school experiences of four pre-service teachers working in state schools located in peripheral urban areas in São Paulo. Specifically, it examined the ways these student teachers conceptualise their pedagogical contexts and related them to the concrete or symbolic presence of other experienced professionals. The findings are expected to support professional development and inform the revision of teacher education programmes in Brazil.

Stopping Time to Attend as a Care of the Teaching Self

Stopping Time to Attend as a Care of the Teaching Self

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

Focusing on Teacher-Children Relationship Perception and Children’s Social Emotional Behaviors - the PATHS Preschool Program

The aim of study was to examine the effectiveness of PATHS program on children’s and teachers’ behaviors by evaluating perceptions of children and teachers in regard to their relationships with each other. The sample included 129 children (5-6 aged) and 28 teachers in the intervention group and 114 children (5-6 aged) and 30 teachers in the comparison group. The Classroom Atmosphere Rating Scale, the Teaching Style Rating Scale, Teacher Self Report Assessment, Head Start Competence Scale, Student–Teacher Relationship Scale-STRS, and Semi-Structured Play Interview were used to gather data. According to the results, teachers in PATHS classrooms were observed to be more competent in terms of quality of the classroom climate though there were no differences between social-emotional behaviors of children. While teachers’ perceptions did not yield any differences in regard to their relationships with children, children in intervention classes described relationships with teachers significantly more positively than the others.

CHANGES IN PRESERVICE ELEMENTARY TEACHERS’ SCIENCE TEACHING SELF-EFFICACY BELIEFS

The purpose of this study was to investigate the effect of the inquiry-based science methods course on preservice elementary teachers’ self-efficacy beliefs about science teaching. Eighty-six preservice elementary education majors enrolled in the elementary science methods course participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument- Form B (STEBI-B), a participant information form, and semi-structured interviews. Findings from the quantitative data revealed that there was significant difference between pre-test and post-test scores on both the Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE), which are two subscales of STEBI-B. The qualitative findings of the study were utilized to further clarify the quantitative results. Overall, findings from the study indicated a positive relationship between participating in the elementary science methods course and changes in science teaching self- efficacy beliefs. Article visualizations:

A Study on Possible Selves of Turkish Pre-Service EFL Teachers

There is no doubt that teaching profession requires passing through a long and challenging path where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) point out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. This study investigates the possible selves of pre-service EFL teachers in relation to the concept of developing new teacher identity. Aim of the study is to measure possible selves of new teachers that they expect to become and/or fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ was used to measure EFL teacher candidates’ expected and feared teacher possible-selves. A six-point Likert type scale of questionnaire on possible selves was applied to 149 pre-service EFL teachers from two universities. Results indicate that EFL teacher candidates have positive expectations and no certain fears for their first year of teaching, especially female teacher candidates who have higher scores than males in terms of expected possible-selves.

Examination of Pre-School Teachers Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education

This research was conducted to determine the needs of preschool teachers for education of gifted children by examining their overall self-efficacy and self-efficacy regarding gifted-children’s education. This study which was conducted in the descripted survey model was carried out in the province of Izmir in the academic year of 2016-2017. The sample of the research is composed of 109 pre-school teachers who were working in public or private schools in Izmir. In order to determine the overall self-efficacy of the preschool teachers “Preschool Teachers Self- Efficacy Beliefs Scale”, and to determine self-efficacy regarding gifted children’s education “Gifted Education Self-Efficacy Scale for Teachers” was used. Teachers have voted lower scores for self-efficacy beliefs for gifted students than needs of self-efficacy for pre-school. It was observed that the youngest teachers evaluated themselves more efficacious. It is also obtained that students who have associate degree considered more efficacious than high school, graduated and master degree. The results of this study showed that teachers who work at pre-school education institution need education for gifted students.

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.

The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.

Teaching Research on Building Equipment Facing the Engineering Management Specialty

Talent training of Engineering Management Specialty in Colleges and universities is received professional training engineers, with some related project management of economy, management and legal knowledge of high-quality personnel. Containing building water supply and drainage engineering, Building Equipment is one of important professional basic courses. The master degree of students in the course would be help to the follow-up professional courses. In the actual teaching process, there are many problems, such as the selection of teaching materials, the lack of practical links, the lack of attention to students, the lack of motivation and mechanism for self growth and so on. This paper will be explore new method for engineering undergraduate teaching from such four aspects as selecting the appropriate teaching content for Building Equipment, strengthening practice links, guiding the students from "want me to learn" to "I want to learn" and change, strengthen teachers self training to promote teaching self growth to of scientific research.

Preservice teachers’ identity construction: emergence of expected and feared teacher-selves

Very little research has focused on the development of preservice teachers’ professional identity formation in a blog environment. Informed by possible-selves theory, this study focuses on how 15 preservice English language teachers’ blogging engagements influenced their expected and feared teacher-selves. Data was comprised of the participants’ reflective blog postings on their and their peers’ videorecorded teaching practice experiences, their blog interactions, and semi-structured interviews. Results of the qualitative data analysis illustrate how preservice English language teachers are inspired by both examples of ‘good’ teaching as well as by examples of how other teachers manage similar challenges. Participants articulated a greater scope of expected teacher-selves relevant to interpersonal relationships, instructional strategies, and professional qualities based on examples of ‘good’ teaching. Observation of peers who encountered similar obstacles during teaching practice lessons, however, led participants to generate feared teacher-selves focused mainly on classroom management and instructional strategies. These feared teacher selves were more limited in scope, however, vis-a-vis the expected teacher selves generated based on “good” teaching examples.

Reclaiming “self” in teachers' images of “education” through mindfulness as contemplative inquiry

ABSTRACTAgainst the pressures of standardization, some argue for the need to expand teachers' awareness to their “teaching self” because teachers “teach who they are.” This article acknowledges the importance of this orientation; however, it is suggested that its implementation requires overcoming social reproduction. Teachers may have to liberate themselves from the image of “education” into which they were initiated as they themselves grew up in a system in which “self” has mostly become a null curriculum. In order to reclaim self in teaching and “education,” there may be a need for radical curricular-pedagogical approaches that address this problem directly. The article describes and demonstrates the implementation of such approach in a teacher education course in which mindfulness was proposed as a way for investigating self as an explicit curriculum. Based on interpreting students' final projects, the article depicts difficulties and insights evoked by this curricular-pedagogical approach and the course's possible contributions.

Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study

In the context of teacher education (TE) for sustainable development (SD), questions related to a teacher’s values, worldview and identity present a particular interest and are of critical importance. In the present article, student–teachers’ understanding of Teacher self and nature is focused on through discussions of personal and professional settings. The perceived curriculum, that is, reflection on a formal curriculum of a particular TE programme, is discussed to investigate how existing TE curriculum supports the development of the ecological, holistic self of a future teacher. The longitudinal study of 9 student teachers attempts to illuminate the process of the development of their ecological self during the first 4 years of studies in a particular initial TE programme. Although literature stresses the need to begin TE with investigating teacher identity, the results show that according to student teachers’ opinions, the particular TE curriculum does not address the notion of teacher identity in a focused manner, and more prominently, it does not address teacher identity development in the context of Education for Sustainable Development (ESD).