Exploring English Novice Teachers’ Identity Transformation Influenced by Community of Practice
Research studies have acknowledged the roles of constructing teachers’ identity in early stage for novice teachers. Before entering the real context, novice teachers have formed their professional identity based on their experiences. However, due to the reality shock and different cultural context, transforming into professional identity stage can pose enormous challenge. The challenge has become more serious as the efforts are not supported by sufficient studies and references focusing on the contribution of Community of Practice (CoP) to their identity transformation in Indonesia. Thus, this study aims to explore the English novice teachers’ identity transformation and contribution of CoP to their identity transformation. This research employed a qualitative study. Imagined and practiced identity transformation theory and CoP theory were used to gather the data by conducting interview to three English novice teachers having been teaching for less than two years. The researcher employed selective coding in analyzing the data. It was found that the three participants transformed their imagined identity into practiced identity and CoP contributed to their identity transformation. Thus, teacher education program should prepare student teachers by exposing them to the real context. Further, the schools are urged to set regulations and habits to facilitate novice teachers to adapt with the new social context.
Afreilyanti, E. (2017). A Study of EFL Pre- Service Teachers ’ Identity Transformation on the Development of Their Professional Identity a Study of Efl Pre- Service Teachers ’ Identity. A Sarjana Pendidikan Thesis.
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
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8
Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20(2), 189–211. https://doi.org/10.1080/13540602.2013.848570
Castaneda, J. A. F. (2011). Teacher Identity Construction: exploring the nature of becoming a primary school language teacher. Tyne: University of Newcastle.
Chong, S., & Low, E. L. (2009). Why i want to teach and how i feel about teaching-formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59–72. https://doi.org/10.1007/s10671-008-9056-z
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443. https://doi.org/10.1080/03054980701450746
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316
De Ruyter, D., & Conroy, J. (2002). The formation of identity: The importance of ideals. Oxford Review of Education, 28(4), 509–522. https://doi.org/10.1080/0305498022000013643
Farrell, T. S. C. (2012). Novice-Service Language Teacher Development: Bridging the Gap Between Preservice and In-Service Education and Development. TESOL Quarterly, 46(3), 435–449. https://doi.org/10.1002/tesq.36
Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for research in education. Review of Research in Education, 25(1959), 6–13. https://doi.org/10.3102/0091732X025001099
Goodyear, V. A., & Casey, A. (2015). Innovation with change: developing a community of practice to help teachers move beyond the ‘honeymoon’ of pedagogical renovation. Physical Education and Sport Pedagogy, 20(2), 186–203. https://doi.org/10.1080/17408989.2013.817012
Kuswandono, P. (2013). Chapter 3 : Teacher Professional Identity. 56–83.
Lerseth, K. A. (2013). Identity development among pre-service teacher candidates. Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/13200/
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers. 4(1), 1–19.
Mockler, N. (2011). Beyond “what works”: Understanding teacher identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17(5), 517–528. https://doi.org/10.1080/13540602.2011.602059
Obenchain, K. M., Balkute, A., Vaughn, E., & White, S. (2016). High School Teachers’ Identities: Constructing Civic Selves. The High School Journal, 99(3), 252–278. https://doi.org/10.1353/hsj.2016.0009
Pennington, M. C., & Richards, J. C. (2015). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Pillen, M. T., Den Brok, P. J., & Beijaard, D. (2013). Profiles and change in beginning teachers’ professional identity tensions. Teaching and Teacher Education, 34, 86–97. https://doi.org/10.1016/j.tate.2013.04.003
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: Developing teacher identities and roles - A case study of South African student teachers. International Journal of Educational Research, 33(5), 475–491. https://doi.org/10.1016/S0883-0355(00)00030-6
Senom, F., Razak Zakaria, A., & Sharatol Ahmad Shah, S. (2013). Novice Teachers’ Challenges and Survival: Where do Malaysian ESL Teachers Stand? American Journal of Educational Research, 1(4), 119–125. https://doi.org/10.12691/education-1-4-2
Shi, L., & Yang, L. (2014). A community of practice of teaching English writing in a Chinese University. System, 42(1), 133–142. https://doi.org/10.1016/j.system.2013.11.009
Smit, B., Fritz, E., & Mabalane, V. (2010). A conversation of teachers: In search of professional identity. Australian Educational Researcher, 37(2), 93–106. https://doi.org/10.1007/BF03216924
Trust, T., & Horrocks, B. (2017). ‘I never feel alone in my classroom’: teacher professional growth within a blended community of practice. Professional Development in Education, 43(4), 645–665. https://doi.org/10.1080/19415257.2016.1233507
Wenger, E. (1998). Community of Practice: a Brief Introduction. Learning in Doing, 15(4), 1–7. https://doi.org/10.2277/0521663636
Xu, H. (2012). Imagined Community Falling Apart: A Case Study on the Transformation of Professional Identities of Novice ESOL Teachers in China. TESOL Quarterly, 46(3), 568–578. https://doi.org/10.1002/tesq.42
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31(1), 79–86. https://doi.org/10.1016/j.tate.2013.01.006
Article StatisticAbstract view : 62 times
PDF views : 120 times
How To Cite This :
- There are currently no refbacks.
Copyright (c) 2021 Agnes Riska Pravita, Paulus Kuswandono
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.