Teacher Self Research Articles

Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective

This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two 1‐hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three‐dimensional space narrative inquiry framework (interaction, continuity, and situation) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three‐dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.

Creating pathways to developing a “Teacher Self” through metaphor analysis

This study analyzed eight Taiwanese English as a foreign language student teachers’ metaphors to explore their self and professional identity. This study has four major findings. First, metaphor writing was able to reveal important information about student teachers’ professional identities. Second, in terms of teaching demonstrations, metaphors written by those who taught and those who observed were different, being seen as variously as an “adventure” or a “carousel,” for instance, due to their different teaching and learning experiences. Third, their metaphors or metaphor discussions were not in-depth revelations of their understanding and knowledge of English language teaching. Fourth, these participants held positive attitudes toward metaphor writing, analysis, and discussion as “useful for reflection.”

Öğretmen Adaylarının Gelecek Öğretmenlik Performansına İlişkin Beklenen ve Korkulan Olası Benlikleri

Bu çalışmanın amacı, eğitim fakültesinin farklı bölümlerinde öğrenimini sürdüren öğretmen adaylarının olası öğretmen benliklerini çeşitli değişkenler açısından incelemektir. Araştırma, tarama modelinde betimsel bir çalışmadır. 884 öğrenciyle yürütülen bu çalışmada veriler kişisel bilgi formu ve Tatlı Dalioğlu (2015)’nun, Hamman Wang ve Burley (2013)’ den uyarladığı Olası Öğretmen Benlikleri Ölçeği ile toplanmıştır. Çalışmanın sonucunda öğretmen adaylarının beklenen olası öğretmen benliklerinin yüksek olduğu bununla birlikte yaklaşık orta düzeyde korkulan olası öğretmen benliklerine de sahip oldukları tespit edilmiştir. Kadın öğretmen adaylarının beklenen olası öğretmen benlikleri ile korkulan olası öğretmen benlikleri ölçeği yetersiz sınıf yönetimi alt boyut ortalama puanlarının erkek öğretmen adaylarından yüksek olduğu; beklenen olası öğretmen benlikleri ölçeği toplam ve öğretmeyi öğrenme alt boyut ortalama puanlarında 21 yaş ve altı lehine fark bulunduğu; beklenen olası öğretmen benlikleri ve korkulan olası öğretmen benlikleri ölçeği yetersiz sınıf yönetimi alt boyut puanlarında lisans programları arasında anlamlı bir fark tespit edilmekle birlikte çoklu karşılaştırmalarda bu farkın istatistiksel açıdan anlamlı olmadığı tespit edilmiştir. Sonuçlar, öğretmen adaylarının sınıf seviyesine göre incelendiğinde ise birinci sınıftaki adayların beklenen olası öğretmen benlikleri ortalama puanlarının dördüncü sınıftaki öğretmen adaylarından yüksek olduğu, korkulan olası öğretmen benlikleri puanlarında ise anlamlı bir farkın bulunmadığı tespit edilmiştir. Araştırma sonuçları, geleneksel, modern ve post-modern dönemlerle değişen öğretmenlik rolleri açısında tartışılmıştır.

PENGARUH PERSEKITARAN PSIKOSOSIAL SEKOLAH DAN EFIKASI KENDIRI GURU TERHADAP AMALAN PENGAJARAN DAN PEMBELAJARAN ABAD KE-21

This research is carried out to identify the influence of School Psychosocial Environment and Teacher's Self Efficacy on The Practice of 21st Century Teaching and Learning, among secondary school teachers in the district of Penampang. The technique of Proportionate Stratified Random Sampling is adopted in this research, with 329 respondents, all of whom are teachers. A questionnaire was applied to collect data in this quantitative research. The inferential and descriptive statistical method is used in data analysis, using the Statistical Package for Social Science (SPSS) version 25.0 software. In summary, the level of School’s Psychosocial Environment is found to be moderate, while the level of Teacher’s Self Efficacy and 21st Century Teaching and Learning Practice is high. The results of the correlation test (Pearson Product-Moment) has found a low to moderate significant relation correlation between the School’s Psychosocial Environment and 21st Century Teaching and Learning Practices, whereas, there is a moderate to high significant relation between Teacher's Self-Efficiency and 21st Century Teaching and Learning Practice. The result of the multiple regression analysis (Stepwise) has found that the School’s Psychosocial Environment and Teacher’s Self Efficacy contributes 31.8% towards the 21st Century Teaching and Learning Practice. As a feedback, the research has put forth some suggestions to be considered by the people in authority. The implication of this research and further recommendations are also discussed and suggested for future research.

Sketching a Social/Teacher Practice Through Participation: An Imperfect Proposition for Teacher Practicum

Although not new, participatory art practices are finding their way into art education theory; however, practices have yet to take hold in schools or teacher practicum. In this qualitative study, four teacher candidates’ efforts to implement two socially engaged art projects in a middle school are examined to better understand how participatory art can be utilized to engage teacher candidates more fully in the collective shaping of their teacher selves, curriculum, and schools. Data included teacher candidates’ written reflections and transcribed interviews and researcher field notes. Despite limitations related to quality of teacher and middle schooler participation, findings suggest that, while imperfect and emergent, the projects provided an opportunity for teacher candidates to sketch a social/teacher practice by activating shared spaces of participation, provoking contention in shared authorial spaces, and challenging conceptions of art.

Development and Implementation of Instrument on Science Teachers’ Self-Efficacy towards Student Engagement

Researchers found that the teachers’ self-efficacy can help to promote the constructivist approaches of engaged teaching learning activities such as group works and better classroom management. However, few studies have focused particularly on examining science teachers’ self-efficacy on student engagement but not toward three dimensions of behavioral, cognitive and emotional engagement of learning. In this sense the major goal of this study was to develop a reliable, valid, and efficient questionnaire to assess science teacher’s self-efficacy towards three dimensions of student engagement. An instrument for measuring secondary school science teachers self –efficacy belief was developed and standardized. With this instrument a survey study on the level of self-efficacy of science teachers was performed with representative sample of 150 secondary school science teachers from community schools of Kathmandu and Lalitpur districts of Nepal . The level of efficacy on each constructs across all demographic variables except ethnicity was found to be moderately high. Dalit teachers’ efficacy level on behavioral engagement of student was found to be moderate. Significant relationships were not established between self-efficacy and any demographic variables, such as gender, age, experience, qualification, and ethnicity. The discussions of the findings were based on Bandura's Social Cognitive Theory.

THE INFLUENCE OF LEADERSHIP EMOTIONAL INTELLIGENCE AND COMMITMENT OF SCHOOL ORGANIZATION ON SELF EFFICACY

The aim of this research was to reveal the influence of Leadership Emotional Intelligence (x1) and Commitment of School Organization (x2) on Teacher Self Efficacy (x3). Hypotheses tested: (1) there is a direct and positive influence of Leadership Emotional Intelligence on Teacher Self Efficacy, (2) there is a direct and positive influence of Commitment of School Organization on Teacher Self Efficacy, (3) there is a direct and positive influence of Leadership Emotional Intelligence on Commitment of School Organization. Applying Slovin Formula, 109 teachers were proportionally and randomly surveyed out of population 151 teachers. The researcher used validated and reliable questionnaires for collecting data. Croanbach’s reliability tested Likert Scales. Statistical requirements for analyses were fulfilled using test of normality (Liliefors), test of linearity and test of homogeneity. In this study the researcher used simple regression and path analyses and found that Leadership
 Emotional Intelligence and Commitment of School Organization have direct and positive influence on Teacher Self Efficacy.

Uno strumento per la valutazione degli insegnanti: Reflective Questionnaire for Teacher Self Appraisal (REQUEST)

Over the last decades the issue concerning teachers’ evaluation and their teaching is, in Italy and beyond, of significant relevance. For these reasons, there is a need to deepen the evaluation practices addressed to teachers, in order to trigger a personal and collective reflection on this theme that can then be translated into good practices used by all school operators. Starting from these premises, the present work aims to present the research that allowed developing a new self-assessment tool for teachers, called Reflective Questionnaire for Teacher Self Appraisal (REQUEST). This work aims too to show the results related to its first exploratory investigation. This tool could not only allow the recognition of individual performances but also constitute an incentive for all teachers to undertake paths for improvement. The aims of the research and the important role attributed to the evaluation process are considered in terms of professional development: for these reasons the tool was also built with the teachers, through the contribution they provided during the empirical phase prior to the construction of the instrument.

Promoting Conceptual Foundations of Manipulatives for Elementary Mathematics Instruction

The purpose of this study was to determine the effects of instructional strategies on teacher self- efficacy beliefs about teaching mathematics. The findings revealed that respondents’ perceived ability to communicate feedback and accommodating student needs were two principal factors which explained teacher self- efficacy beliefs. These two factors themselves are influenced by the teachers understanding of mathematical concepts. The data showed that respondents lacked confidence in their ability to use manipulatives to explain mathematical concepts and was related to their ability to provide communication and clarification to their students.

Developing and validating three measures of possible language teacher selves

This study aimed to develop and validate three measures of Possible Language Teacher Selves: Ideal Language Teacher Self (visions of who a teacher desires to become), Feared Language Teacher Self (who a teacher is afraid of becoming), and Ought-to Language Teacher Self (who significant others expect a teacher to become). To this end, an initial pool of items was prepared based on a review of the related literature and interviews with a group of participants. Through exploratory factor analysis, items for each scale were selected and were further corroborated by confirmatory factor analysis. The internal reliability and content, discriminant, and convergent validity indices were also ascertained in the validation process. The results suggest that the developed scales are reliable and valid measures of language teachers’ possible selves.

Negotiating professional identities in teaching language abroad: an inquiry of six native Chinese teachers in Britain

ABSTRACT This article is based on an investigation of the experiences of six native Chinese teachers working in British schools through the Confucius Institute and the British Council programmes. This qualitative study is located in the interpretivist tradition. It reveals that the target group of teachers construct their professional identity by means of a complex process of searching for their ‘teaching self’ within and beyond both the British school communities and the Hanban communities in a continual attempt to direct and modify different aspects of their professional lives. Negotiating and reconciling the incongruence, and sometimes conflict, between their own objectives and the requirements of different professional communities is an important aspect of their identity work.

The effects of teaching self-determination skills on the externalizing behaviors of students with emotional behavioral disorders

ABSTRACTThe purpose of the present study was to examine the effects of teaching self- determination skills on the externalizing behaviors of students with emotional and behavioral disorders. The Research method was quasi experimental with pre and post- test and control group. To achieve our goals, thirty students who received high scores in the Child Behavior Checklist (CBCL) were selected and randomly assigned to either the experimental group (N = 15) or the control group (N = 15). Students in the experimental group participated in 16 sessions (1 session per week) receiving Self determination curriculum (Field and Hoffman’s model) intervention, and the control group did not receive any training. The Child Behavior Checklist (CBCL) by participants was completed before and after intervention. MANOVA was used for data analysis. The findings showed that the effects of teaching self- determination skills on decreasing the externalizing behaviors of students with emotional and behavioral disorders was significant. The emerged finding can have clinical applications in prevention and treatment of student’s behavioral disorders. Implications and future directions for research and practice are discussed.

The motivation and professional self of teachers teaching languages other than English in a Chinese university

ABSTRACTLanguage teachers’ motivation and self is essential to their long-term commitment and professional development. Drawing on Language Teacher Self theory, the study reports on the professional experiences of seven teachers teaching languages other than English (LOTEs) in a Chinese university with shifting teacher appraisal policy. The findings revealed that majority of the participants were motivated to join the profession to pursue an academic career. They primarily built their teacher ought-to self on students’ expectations and were able to reduce the self-discrepancy through self-regulatory efforts. Comparatively, they had more challenges to realise their researcher ought-to self derived from the research policy that privileges English publications. In response, they made strategic efforts to connect with English research through cross-linguistic collaboration and learn to write English by positioning themselves as international scholars. The findings highlight the motivating impact of ought-to self on language teachers’ professional development. Implications are discussed on how to facilitate the professional development of LOTEs teachers in higher education.

التطور المهنی لمعلمی الریاضیات بمنطقة تبوک فی ضوء رؤیة 2030 وعلاقته بالممارسات التأملیة وفعالیة الذات التدریسیة

نصت رؤية المملکة العربية السعودية 2030 على تعزيز دور المعلم وتأهيله وتطويره، واستجابة لذلک تضمن برنامج التحول الوطني في أهداف وزارة التعليم هدفها الثاني تحسين استقطاب المعلمين وإعدادهم وتأهيلهم وتطويرهم والذي حدد ضمن مؤشراته زيادة متوسط عدد ساعات التطوير المهني التي استکملها المعلمين من 10 إلى 18 ساعة عام 2020 م ، فهدفت الدراسة الحالية إلى دراسة واقع التطور المهني لمعلمي الرياضيات بمنطقة تبوک في ضوء رؤية 2030 وعلاقته بالممارسات التأملية وفعالية الذات التدريسية في ضوء بعض المتغيرات (عدد سنوات الخبرة – المؤهل العلمي – النوع – الکلية – المرحلة الدراسية) ، ولتحقيق هذه الأهدف تم تطبيق أدوات الدراسة [مقياس التطور المهني - مقياس الممارسات التأملية – مقياس فعالية الذات التدريسية[ بعد ضبطها إحصائيا على عينة مکونة من (80) معلما ومعلمة رياضيات بمنطقة تبوک - المملکة العربية السعودية، ثم رصد البيانات ومعالجتها إحصائيا، وأظهرت نتائج الدراسة ما يلي: 1) درجة الاستفادة لمعلمي الرياضيات بمنطقة تبوک من برامج التطور المهني وأنشطة التطور المهني الذاتي في ضوء رؤية 2030 جاءت بدرجة متوسطة بمتوسط حسابي (3.6524) بنسبة 73.048% من الدرجة الکلية لمحاور التطور المهني ومتوسط حسابي (3.675) وبنسبة 73.5% من الدرجة الکلية لمحور أنشطة التطور المهني الذاتي. 2) درجة الممارسات التأملية لدى معلمي الرياضيات بمنطقة تبوک جاءت بدرجة متوسطة بمتوسط حسابي (3.096) بنسبة 61.92%من الدرجة الکلية لمقياس الممارسات التأملية. 3) توجد علاقة موجبة وقوية ودالة إحصائيا عند مستوى بين التطور المهني لمعلمي الرياضيات بمنطقة تبوک في ضوء رؤية 2030 وممارساتهم التأملية وفاعلية الذات التدريسية. 4) توجد علاقة موجبة وقوية ودالة إحصائيا عند مستوى بين متوسطات درجة الممارسات التأملية وفعالية الذات التدريسية لدى معلمي الرياضيات بمنطقة تبوک. 5) توجد فروق ذات دلالة إحصائية بين التطور المهني لمعلمي الرياضيات بمنطقة تبوک في ضوء رؤية 2030 تعزى لمتغير الجنس (ذکور – اناث) لصالح الإناث. 6) لاتوجد فروق ذات دلالة إحصائية بين درجة الممارسات التأملية لمعلمي الرياضيات بمنطقة تبوک في ضوء رؤية 2030 تعزى لمتغير الجنس (ذکور – إناث). 7) لاتوجد فروق ذات دلالة إحصائية بين التطور المهني لمعلمي الرياضيات بمنطقة تبوک في ضوء رؤية 2030ودرجة الممارسات التأملية تعزى لبعض المتغيرات ( عدد سنوات الخبرة- المؤهل العلمي – الکلية - المرحلة الدراسية). Abstract: The vision of the Kingdom of Saudi Arabia 2030 is to enhance the teacher's role, rehabilitation and development, in response to this, and the educational program's solutions in the objectives of the Ministry of Education. Its second objective is toimprove the recruitment of teachers and their qualifications and in terms of the number of stands frequented by teachers from 10 to 18 hours in 2020, The current study aimed to identify The Degree of Reflective Practices of Mathematics Teachers and its Relationship with Teaching Self – Efficacy and their Attitudes towards Self-Professional Development in the Light of some Variables, The researcher prepared the study tools which consists of (Reflective Practices Scale - Teaching Self – Efficacy Scale - Attitudes towards Self-Professional Development Scale) and after establishing its validity and reliability-have been applied on a sample of (80) Mathematics Teachers of Umlooj - Tabuk in Kingdom Of Saudi Arabia (KSA) . Hence, she collected and statistical analyzed of the data. The results showed that: 1) The degree of professional development and self-development activities among mathematics teacher was medium,with mean (3.6524) by 73.048% of the total degree of professional development and mean (3.675) and 73.5% of the total degree of The activities of self-development. 2) The degree of reflective practices among mathematics teacher was medium, with mean (3.096) and 61.92% of the total score of the meditative practice. 3) There is a positive and strong relationship between the professional development among mathematics teachers and their reflective practices and the effectiveness of teaching self. 4) There is a positive and strong relationship between the reflective practices among mathematics teachers and their effectiveness of teaching self 5) There are statistically significant differences between mean scores of the professional development among mathematics teachers due to gender variable (male - female) for females. 6)There are no statistically significant differences between mean scores of the degree of reflective practices among mathematics teachers due to gender variable (male - female). 7)There are no statistically significant differences between mean scores of the professional development among mathematics teachers and the degree of reflective practices to these variables (the number of years of experience, stage, qualifications, and college).

Influence of transformational leadership on innovative work behaviour, and mediating role of teachers self efficacy and innovative climate: insight from engineering institutions

The aim of this research is to examine the influence of transformational leadership (TL) on innovative work behaviour (IWB) and mediating effect of teacher's self-efficacy (TSE) and innovative climate (IC). A quantitative research paradigm was employed using a questionnaire survey method; the data was collected from 112 academicians of engineering schools in the universities. Data has been analysed through Pearson correlation and linear regression tests. Results revealed that a positive relationship between transformational leadership and innovative work behaviour. The ordinary least square (OLS) method results supported the relationship between transformational leadership and innovative work behaviour via one mediating variable teachers self efficacy, but innovative climate does not mediates the relationship between transformational leadership and innovative work behaviour. The study contributes to the current knowledge regarding transformational leadership (TL) on innovative work behaviour (IWB) and mediating effect of teachers self efficacy (TSE) and innovative climate (IC).

Using an E-Mentoring Program for Enhancing Pre Service Teachers' Self Efficacy and Professional Development

The present study was conducted to identify the effect of using an e-mentoring program for enhancing 3rd year EFL students' teaching self efficacy and professional development. A quasi-experimental pre-post test control group design was employed. An e-mentoring program was developed by the researcher and used with the experimental group, whereas, the regular teaching method was used with the control group. Sixty males and females were randomly chosen and equally divided into an experimental group and a control one (thirty students each). The instruments included a needs assessment questionnaire to identify the teaching skills, and a teaching self efficacy scale and a teaching skills test. Analysis of data obtained showed that the experimental group achieved higher than the control group on both the self efficacy scale and the teaching skills test. Recommendations and suggestions for further research are presented.

English teacher trainees’ changing views concerning the effective language teacher

This paper reports on the reflections of a group of fourth year EFL teacher trainees on the changes they and their peers have experienced concerning their views on what constitutes an effective language teacher. The data collection from semi-structured interviews supports previous findings according to which teachers’ beliefs are continuously formed throughout their years of teacher training. Results suggest a mixture of influencing factors, including earlier school experiences, content delivered in methodology classes, their own student experiences at the university, their school visits and classroom observations and their early teaching experiences. These first-hand experiences shape both their student selves and emerging teacher selves. Trainees seem to be critical towards the negative models they see, but they also start viewing the positive examples as possible models to follow.

The Relationship Between Reconsideration and Intention toward Ideal Teacher Selves in the Teacher-training Process, and Identity Development among Students in the Teacher Training Course

The Relationship Between Reconsideration and Intention toward Ideal Teacher Selves in the Teacher-training Process, and Identity Development among Students in the Teacher Training Course

Factors associated with self-reported anal cancer screening history in men who have sex with men

MSM were recruited to participate in a study to assess the feasibility of teaching self and partner anal examinations as a means of screening for anal cancer. Data for this secondary analysis were obtained using a written pre-test and a computer-assisted self-interview. Factors associated with screening were assessed with multivariable logistic regression to allow calculation of adjusted odds ratios (aORs). Of the 197 participants with data, 145 (73.6%) reported having had anal cancer screening (either anal cytology, DARE or both) during their lifetime. Men who were younger, Black and HIV-negative were associated with decreased odds of reporting any type of anal cancer screening. For example, compared with White men, Black men were 80% less likely to report screening (aOR 0.2; 95% confidence interval (CI) 0.1-0.5). Self-perception of anal cancer knowledge was not associated with screening in multivariable analysis (aOR 1.6; 95% CI 0.6-3.9). Age, race and HIV status were independently associated with a history of anal cancer screening.

Rural Teachers in Project Launch

The success of Project Launch, a teacher induction program sponsored by a regional teacher center and a consortium of universities, is compared for rural and non-rural participants. Indicators of success include teacher accomplishment of action plan goals, teacher self and mentor assessment of teaching strengths related to action plan goals, profiles of teaching strengths, and retention in teaching. Measures of teaching strength are related to INTASC standards. Rural participants differed significantly from non-rural participants in their lower self-perceived accomplishment of action plan goals. Rural participants were significantly more likely to move from their 1st positions after 1 year, but their attrition was not significantly different in later years. Ways to structure induction programs more effectively for rural participants are proposed.