A Narrative Inquiry of Two English Teachers' Identity Construction

Devia Fitaloka, Isti Siti Saleha Gandana

Abstract


Teacher identity is one of the essential aspects influencing the form and quality of educational processes. The present study examines the narratives of one of the writers, Devia, and an English teacher, Trisa, throughout their learning and teaching experiences and the process that were involved as they negotiated their identities as teachers. The data were collected from an autobiographical narrative of Devia as an English teacher, as well as intensive life-history interviews with Trisa. Analysis of the narratives and interview data led to four major themes: inspiring figures, teaching practicum experiences, becoming an English teacher, and pursuing a postgraduate study. The findings revealed that Devia’s and Trisa’s engagement in the practices and activities of learning and teaching shaped their teacher identity constructions.

 

Keywords: narrative inquiry, teacher identity, teacher identity construction


Full Text:

PDF

References


Bansel, P. (2013). Same but different: Space, time and narrative. Literacy, 47(1), 4–9. https://doi.org/10.1111/j.1741-4369.2012.00682.x

Basalama, N., & Machmud, K. (2018). The Influence of Role Model Affects Teacher Identity Development in English as a Foreign Language Teaching Context. TESOL International Journal, 13(1), 41–53.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001

Bekereci-Şahin, M., & Şallı-Çopur, D. (2020). Pre-service EFL teachers’ professional identity construction experiences in a dual diploma program. Yilzid Journal of Educational Research, 5(1), 27–54. https://doi.org/ttp:/doi.org/10.51280/yjer.2020.2

Brudvik, L., Gourneau, B., & Tack, D. M. (2018). Examining Identity of Novice Teacher Educators. National Forum of Teacher Education Journal, 28(3). http://www.nationalforum.com/Electronic%20Journal%20Volumes/Brudvik,%20Laura%20Examining%20Identity%20of%20Educators%20NFTEJ%2028%20N3%202018.pdf

Chu, Y. (2020). Preservice teachers learning to teach and developing teacher identity in a teacher residency. Teaching Education, 1–17.

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry. San Francisco: Jossey-Bass.

Connelly, F. M., & Clandinin, D. J. (1995). Narrative and education. Teachers and Teaching, 1(1), 73–85. https://doi.org/10.1080/1354060950010106

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Dheressa, M. A. (2022). Reflective Teaching of EFL Instructors at Shambu College of Teacher Education. Journal of Languages and Language Teaching, 10(3), 356-367. https://doi.org/10.33394/jollt.v%vi%i.5186

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002

Gan, S. (2021). The role of teacher-student relatedness and teachers' engagement on students' engagement in EFL classrooms. Frontiers in psychology, 12, 745435. https://doi.org/10.3389/fpsyg.2021.745435

Gao, X. (2008). Teachers’ professional vulnerability and cultural tradition: A Chinese paradox. Teaching and Teacher Education, 24(1), 154–165. https://doi.org/10.1016/j.tate.2006.11.011

Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099

KocabaÅŸ-Gedik, P., & Ortaçtepe Hart, D. (2021). “It’s Not Like That at Allâ€: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity & Education, 20(2), 103–117. https://doi.org/10.1080/15348458.2020.1726756

Küçükali, E. (2017). Teacher identity and transnational experience: A case of an EFL teacher from Georgia teaching in Turkey. International Online Journal of Education and Teaching (IOJET), 4(4), 458–473.

Leigh, L. (2019). “Of course I have changed!â€: A narrative inquiry of foreign teachers’ professional identities in Shenzhen, China. Teaching and Teacher Education, 86, 102905. https://doi.org/10.1016/j.tate.2019.102905

Lu, Y.-H. (2005). Stories of teacher identity: A narrative inquiry into East Asian ESL teachers’ lives.

Miller, J. (2009). Teacher identity. The Cambridge Guide to Second Language Teacher Education, 172–181.

Moradkhani, S., Raygan, A., & Moein, M. S. (2017). Iranian EFL teachers' reflective practices and self-efficacy: Exploring possible relationships. System, 65, 1-14. http://dx.doi.org/10.1016/j.system.2016.12.011

Nghia, T. L. H., & Tai, H. N. (2017). Preservice Teachers’ Identity Development during the Teaching Internship. Australian Journal of Teacher Education, 42(8), 1–15.

Nunan, D. (2016). Language teacher identity in teacher education. In Reflections on language teacher identity research (pp. 172–177). Routledge.

Olsen, B. (2015). Teaching what they learn, learning what they live: How teachers’ personal histories shape their professional development. Routledge.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.

Prabandari, C. S. (2020). Attending to EFL Teacher Identity: Reflective Practice in Optimising Teacher Professional Education Program. Indonesian Journal of English Language Studies (IJELS), 6(2), 93–100. https://doi.org/10.24071/ijels.v6i2.2820.g2029

Richards, J. C. (2021). Teacher, learner and student-teacher identity in TESOL. RELC Journal, 54(1), 252-266. https://doi.org/10.1177/0033688221991308

Riyanti, D. (2017). Teacher identity development: A collective case study of English as a foreign language pre-service teachers learning to teach in an Indonesian university teacher education program [Dissertation, University of Nebraska-Lincoln]. https://digitalcommons.unl.edu/cehsdiss/289/

Rudd, A. (2007). In defence of narrative. European Journal of Philosophy, 17(1), 60–75.

S AlHarbi, M., & Ahmad, H. (2020). Saudi EFL Teacher Professional Identity and Emotions: Emotions Regulation Perspective. Arab World English Journal (AWEJ), 11(3), 285–397. https://dx.doi.org/10.24093/awej/vol11no3.24

Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, 5–21.

Salinas, D. (2017). EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile. World Journal of Education, 7(6), 1–11.

Salinas, D., & Ayala, M. (2018). EFL student-teachers’ identity construction: A case study in Chile. HOW, 25(1), 33–49. https://doi.org/10.19183/how.25.1.380.

Teng, F. (2019). Understanding teacher autonomy, teacher agency, and teacher identity: Voices from four EFL student teachers. English Teaching & Learning, 43(2), 189–212. https://doi.org/10.1007/s42321-019-00024-3

Teng, M. F. (2017). Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers’ Practicum Experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://search.informit.org/doi/10.3316/ielapa.245743015959862

Torres-Rocha, J. C. (2017). High school EFL teachers’ identity and their emotions towards language requirements. Profile Issues in TeachersProfessional Development, 19(2), 41–55. https://doi.org/10.15446/profile.v19n2.60220

Trent, J. (2011). ‘Four years on, I’m ready to teach’: Teacher education and the construction of teacher identities. Teachers and Teaching, 17(5), 529-543. https://doi.org/10.1080/13540602.2011.602207

Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64(3), 262–275. https://doi.org/10.1177/0022487112471998

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2

Wilt, M. E. (2013). Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder [Graduate Theses and Dissertations, University of South Florida]. http://scholarcommons.usf.edu/etd/4614

Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469–491. https://doi.org/10.1080/02671522.2014.932830

Zacharias, N. T. (2010). The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs. Journal of Asia TEFL, 7(2), 177–197.




DOI: https://doi.org/10.37058/tlemc.v7i1.6889

Refbacks

  • There are currently no refbacks.


INDEXED BY:

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Statcounter Global Stats - Browser, OS, Search Engine including Mobile Usage Share

WebAnalytics Made Easy - StatCounter

TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id