Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia (original) (raw)
Related papers
Motivational Currents of Indonesian Postgraduate Students Studying Abroad
International Journal of Language Education, 2021
Motivational currents, a relatively new concept in the field of language learning, has contributed to understanding how long-term motivational energy can be sustained among learners. Despite such critical contribution, little is known on how one of its core elements called vision, a vivid image of one’s future self, can be sustainable in such a long period. This has resulted in the difficulty for teachers to create motivational currents among their learners. This article aims at contributing to the understanding of the dynamic nature of vision in the phenomena of motivational currents. It reports on a Retrodictive Qualitative Modelling (RQM) study conducted using complex dynamic system’s frame. The data were gathered from Indonesian postgraduate students studying in a university in the United Kingdom using introspective, semi-structured interview and self-assessed motivational trajectory. They were then analyzed using Interpretative Phenomenological Analysis (IPA). The findings show...
English as a foreign language teacher motivation: Dynamic interplay of vision, context, and agency
Research on Second Language Teachers, 2021
Language teacher motivation research has recently been foregrounded due to the significant role played by language teachers in the age of globalization. Previous studies of language teacher motivation have investigated a number of major relevant issues though adopting a rather descriptive approach and often without being based on a firm theoretical basis. The present chapter contributes to growing body of related literature and exemplifies the application of language teachers' possible selves framework and Activity Theory in the examination of language teacher motivation. to that end, semi-structured interviews and a motivational timeline drawing task were used to collect data from two Iranian in-service language teachers working in the state sector. The data were, subsequently, analyzed following the three steps of open, axial, and selective coding. The results indicated that language teachers' visions of their future selves were helpful in sustaining motivation provided that such visions were comprehensive in terms of their components, met a number of full-functioning conditions, and were accompanied by agentive actions. Accordingly, some implications for language teacher education are proposed including raising language teachers' awareness of the motivational force of vision and encouraging language teachers to develop professional support networks. Finally, future researchers are invited to join in an effort to develop an integrated theory of motivation specifically tailored to language teacher motivation research.
Journal of Education and Educational Development, 2019
Psychological research in second language acquisition (SLA) is a growing field. Much of this research has primarily focused on examining the language learner with comparatively little emphasis on exploring the language teacher. Moreover, psychological research informed by process-oriented approaches views individuals' psychological constructs stable individual difference variables. Recently, there has been a growing interest in the complex dynamic systems perspective, which has led researchers to focus increasingly on the dynamic nature of individuals' psychological variables. This study explores the psychological dynamics of two male participants working at tertiary-level as English language teachers in Pakistan over the long-term timescale of years. Data were generated using autobiographical narratives. An inductive approach, which is inspired by Grounded Theory was then used to analyze the data. The findings demonstrate both stability and change in teachers' experiences, thus suggesting the dynamic nature of their psychology. The paper concludes by discussing the methodological challenges facing future research on individual's psychological dynamics.
Causes and Culprits of Losing Motivation Among Foreign Language Teachers.PDF
International Black Sea University 5th International Research Conference on Education, 2015
The paper deals with the factors that cause loss of motivation among FL/SL teachers. By employers and administrations of most teaching institutions employed teachers’ motivation is taken for granted, this is the result of unawareness of psychological and social aspects of enhancing, maintaining and losing motivation in teachers of various age, gender and experience categories. The work is an attempt to summarize the main postulates worked out by researchers of different spheres, mostly psychologists, and suggest them for understanding FL/SL teacher motivation peculiarities based on both empirical and theoretical studies. The study revealed both intrinsic and extrinsic factors as being culprits of teacher demotivation and made it evident that English teachers, though being similar to their peers, when it concerns motivating and demotivating factors, still demonstrate certain dissimilarities in this aspect due to the peculiarities of the field taught by them.
Language Teacher Psychology Teachers Matter Edited Book pages 1 5,
Book Chapter, 2023
Abstract The current study was conducted to see the main sources of dynamism and changes in a language teacher’s self-concept during hybrid classes. Following Complex Dynamic Systems Theory (CDST), the self-concept of a language teacher’s signature dynamics and strong attractors may be better understood with the help of retrodictive qualitative modelling. Thus, using qualitative approaches and longitudinal research in an integrated way, this study intends to explore the dynamism and complexity of a teacher’s self-concept during English listening and speaking lessons, to supplement this domain of literature. This present study is a case study that aims to investigate a single individual in which the researcher explores in-depth data relating to numerous variables. Multiple data sources were adopted to find an answer to the research question, including weekly interviews and a mind map. To capture the idea of dynamic research, the study was carried out with a single teacher, and at the same time, the data were collected at many regular measurement points over the course of one semester. The findings crucially emphasized that the self-concept is a dynamic, changing and developing element for an individual. It is possible to observe contradictory selves at the same time and additionally, it is difficult to predict the next version of the self. Findings also suggested that this teacher’s self-concept during hybrid lessons is not a static and one-dimensional endeavour but one that is always evolving. This study, thus, offers new ways of interpreting the self-concept of teachers as a complex dynamic structure. Keywords: complexity theory, dynamic self, hybrid lessons, language teachers, self-concept
2021
International teaching practicum (ITP) has gained more popularity since it is considered as a way of improving teachers’ quality not only in terms of the pedagogical competence but also the intercultural one. Despite the growing body of research on emotions of pre-service English teachers as well as on ITP experiences, little attention has been given to the role of emotions particularly in pre-service teachers’ ITP experiences. Therefore, drawing on the notion of structures of feeling by Williams (1977), the present study attempted to explore an Indonesian pre-service English teacher’ emotions during her participation in an ITP program in Thailand. The narrative of the pre-service teacher was collected through semi-structured interviews, follow-up conversations and online correspondences. Thematic analysis was then conducted to analyze the narratives. The result of this study shed light on how interaction with students and co-workers as well as with sociocultural differences affecte...
Becoming a Teacher: A Cross-Cultural Analysis of Motivation and Teacher Identity Formation
Using principles derived from critical pedagogy theory and constructs from motivation theory such as meta-cognition and self-regulation, the authors elicit teacher candidates' voices so as to deepen an understanding of the major factors that shape their identity in becoming teachers, especially in light of today's multicultural societies. They describe preservice and inservice teachers' responses to assignments that engaged them in using critical pedagogical processes which helped them operationalize a philosophy of their teaching and strengthened their motivations to teach. The findings support the importance of identifying and working with the social, historical, and cultural contexts in which teachers work and live. The participants spanned three university settings (two in the south western United States and one in Brunei, Darussalam), underscoring that the cultures within which teachers derive their identity play a significant role in shaping the many different type...
Professional Development in Education, 2017
This two-year longitudinal study, explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, a key concept in these findings, suggests that every experience reflects back on previous experiences and modifies later experiences. We identified 12 individual examples of personally significant experiences in which newly graduated teachers described how their previous international teaching experience informed their present teaching practice. Our study shows that experiential continuity identified during significant personal experiences in newly qualified teachers' teaching practices influences them when interpreting: (1) professional beliefs regarding teaching knowledge (2) moral questions regarding the teacher they want to be or become (3) their international teaching experience as a tool for placing new experiences in perspective. The study describes practical cases of how experiential continuity can help newly qualified teachers, to understand why they make certain personal or moral interpretations in their teaching induction phase and what this means for the teacher they want to become.
What Keeps A Language Teacher Going: Motivation In The Case Of Arab EFL Teachers In Bahrain And Ways To Maintain It , 2020
This paper reports the results of a quantitative questionnaire study of 203 Arab EFL teachers who are employed in language schools in Bahrain, in an attempt to better understand their motives in pursuing EFL teaching as a career and the factors of motivation and demotivation that influences their teacher motivation. This paper also reports findings of qualitative email interviews that attempt to find ways to maintain teacher motivation over a long period of time in teaching. The literature review included the terminology of motivation, theories in teacher motivation, ELT as a career choice, a plethora of research in teacher motivation and demotivation, and learner motivation in relation to teacher motivation. The questionnaire designed for this study has been adapted from previous instruments used in teacher motivation research in other contexts outside the MENA region. The data revealed that the dominant motivator for the surveyed teachers is the students’ progression and achievement in class and that teacher stress is the dominant demotivator in teaching. The data implies that intrinsic motivational factors has the most significant impact on the teachers’ choice in joining the ELT profession and their overall teacher motivation. Nevertheless, the data failed to conclude any connection between age and nationality to the participants’ teacher motivation. This study contributed to the field of TESOL by providing an extension of the established research on teacher motivation. The participants for the email interviews suggested strategies to maintain teacher motivation and these suggestions are: maintaining a good work-like balance, and maintain positive relationship with fellow teaching colleagues at work.