Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction

  • Jennifer Jennifer Universitas Sanata Dharma
  • Concilianus Laos Mbato Universitas Sanata Dharma
Keywords: critical incidents, teachers’ beliefs & motivation, identity construction

Abstract

Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become teachers in shaping teacher professional identity. It involved pre-service teachers who major in a Master’s Program in English Education at a university in Yogyakarta, Indonesia. As the methodology to collect data, critical incident techniques was used, which constitute five steps: 1) Establishing general aims; 2) Establishing plans and specifications (formulating frames of references and categories); 3) Collecting data; 4) Analyzing data; and 5) Interpreting, analyzing, and reporting data (Hughes, Williamson, & Lloyd, 2007). Some teachers may mix their experiences with blind judgments due to emotional reactions. Thus, critical incident technique enables pre-service teachers to revisit their incidents critically. The results of the study led to a conclusion that lack of personal connections between the participants and people who had taught them contributed to the participants’ neutral beliefs about teaching, which in turn contributed to their low intrinsic motivation to be teachers.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Andersen, L. B., Heinesen, E., Pedersen, L. H. (2014) How Does Public Service Motivation Among Teachers Affect Student Performance in Schools? Journal of Public Administration Research and Theory. 24(3), 651–671. https://doi.org/10.1093/jopart/mut082

Arifin, H. M. (2015). The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance. International Education Studies. 8(1), 38-45.

Barcelos, A. M. F. (2016). Student Teachers’ Beliefs and Motivation, and the Shaping of Their Professional Identities. In: Beliefs, Agency and Identity in Foreign Language Learning and Teaching. London: Palgrave Macmillan

Botha, M. & Onwu, G. (2013). Beginning teachers’ professional identity formation in early science mathematics and technology teaching: What develops? Journal of International Cooperation in Education, 15(3), 3–19.

Britzman, D. P. (1991). Decentering Discourses in Teacher Education: Or, The Unleashing of Unpopular Things. Journal of Education. 173(3), 60-80.

Danielewicz, J. (2014). Teaching Selves: Identity, Pedagogy, and Teacher Education. New York: SUNY Press.

Dörnyei, Z. & Ushioda, E. (2013). Teaching and Researching: Motivation (2nd ed.). New York: Routledge

Friesen, M. D. & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education. 36, 23-32.

Hughes, H., Williamson, K., & Lloyd, A. (2007). Critical incident technique. In: Lipu, Suzanne, (ed) Exploring Methods in Information Literacy Research Topics in Australasian Library and Information Studies, Number 28. Centre for Information Studies, Charles Sturt University, Wagga Wagga, N.S.W., pp. 49-66.

Ivanova, I., & Skara-Mincne, R. (2016). Development of professional identity during teacher’s practice. In Procedia - Social and Behavioral Sciences 232 (pp. 529–536). Antalya: GlobELT.

Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie-Lyhty, M. (2016). Beliefs, Agency and Identity in Foreign Language Learning and Teaching. London: Palgrave Macmillan.

Kroger J., Marcia, J. E. (2011). The Identity Statuses: Origins, Meanings, and Interpretations. In: Schwartz S., Luyckx K., Vignoles V. (eds) Handbook of Identity Theory and Research. Springer, New York, NY

Mulati, D. F., Nurkamto, J., Drajati, N. A. (2020). The Teachers’ Beliefs In Teacher Written Corrective Feedback on The Students' Writing. Journal of Applied Linguistics & Literature, 5(1).

Richards, J. C., Gallo, P. B., Renandya, W. A. (2001) Exploring teachers’ beliefs and the processes of change. The PAC Journal, 1(1), 41-62.

Richardson, P. W., & Watt, H. M. G. (2014). Why People Choose Teaching as a Career: An Expectancy-Value Approach to Understanding Teacher Motivation. In Richardson, P. (Ed.), Karabenick, S. (Ed.), Watt, H. (Ed.), Teacher Motivation: Theory and Practice (1st ed.). New York: Routledge. https://doi.org/10.4324/9780203119273

Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.

Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.

Tripp, D. (1994). Teachers’ lives, critical incidents, and professional practice. International Journal of Qualitative Studies in Education, 7(1), 65-76.

Yüce, K., Şahin, E. Y., Koçer, Ö., Kana, F. (2013). Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295–306.

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

Published
12-04-2020
How to Cite
Jennifer, J., & Mbato, C. L. (2020). Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 112-127. https://doi.org/10.30605/25409190.172
Section
Regular Articles – Language