them to change their identities over time. Similarly, in social interactions, self-understanding can be developed by controlling our and other people’s roles Atay and Ece (2009). Corroborating this, Beijaard et al. (2004) reported that being a teacher thus means how the person sees himself or herself and how others see the person who shows that identity in a socially, culturally, and contextually constructed phenomenon. Socially, culturally, and contextually constructed teachers share their experiences with each other to improve and develop professionally Beijaard et al. (2004). They pointed out that experience sharing with each other was an important source of teachers’ professional identity construction. They stated English teacher identity construction is impacted by prior teaching and learning and sharing experiences. Clarke (2008) holds a similar opinion in stating that teaching experiences and sharing of knowledge play key role in teacher development. That means sharing of knowledge helps them construct their professional identities as English teachers. This finding is consistent with the results of Arsla (2019) whose study reveals the teachers gradually construct their professional identity through improving their teaching practices to enhance their professional development. Hasan and Shadi (2019) hold a similar opinion when they state teacher professional identity construction took place during experience sharing which can be regarded as social activity wherein the teachers found the opportunity to share their views and ideas with colleagues A
study by Loughran
(2004) exposed that attending self
–study conferences and workshops helps teachers construct their professional
identities. This means self-study represents an increasingly popular approach
in teacher research that aims to increase understanding of oneself, teaching,
learning and development of knowledge. Likewise, Guilfoyle
et al. (1995) hold a similar opinion when they
state that teacher is shedding light on their own professional learning
experiences through self-study of their practices. Wenger
(1998) points out that there is inter-relationship
between professional learning and identity. This means that professional
learning is a social process that takes place within communities of practice.
Wenger argued that learning and identity are inseparable and that both are
essentially social constructs. This
finding is consistent with the results of Farrel
(2011) whose study shows that when
teachers participate in different professional development activities, they
build and rebuild the image of themselves. Farrell states that teachers’
professional identity is developed by participating in professional development
activities and is shaped through exposure to various discourses inside and
outside classes. Mitchell
(1997) describes that teachers’
collaboration with colleagues during professional development activities is
among the key factors for the teachers’ professional identity construction. Doing so might lead to self-awareness
and self-development (as English language teachers). Gee (2000) holds a similar opinion in
stating that observations and experience sharing from experienced teachers
contribute to teachers’ professional identity construction. This means that
when teachers sit together and share ideas on their profession, teachers share
knowledge to grow professionally and construct their identities greatly. This
finding can be further supported by McLaughlin
and Talbert (1993) whose study reveals teacher
need to participate in professional activities: peer coaching, action research,
observation and reflection and case discussion. Their participation in
observation and experience sharing would help them to develop their
professional identities. Wenger
(1999) teachers’ professional identity
is developed through participating in different day-to-day activities. This
means that teachers are required to sit together and discuss issues they have
in common, their passions about topics and their experts in an area. This
result is consistent with those of Wenger (1998) with which participants in
multiple communities of practice often make connections between communities.
These practices are significant because they contribute to the negotiation of
new meanings within the respective communities. The nature of practice in these
circumstances also changes, as interactions and connections enable new ways of
learning and new practices to emerge. This enables identities of teachers to be
constructed and modes of belonging to be strengthened. This finding is
consistent with those of Mitchell
(1997) whose finding indicated that
teachers’ collaboration with other colleagues was among the key factors for
teacher professional identity construction. Schultz
and Ravitch (2013) were also consistent with this
finding. They also conclude that teachers’ professional identities were formed
by being involved in different professional community and different activities
which eventually lead to their professional identity construction. Schultz
and Ravitch (2013) state that classroom
experiences include exposure to teaching methods, the curriculum, and the
classroom climate emerging by the nature of interactions. Student
characteristics, teaching practices and classroom climate have a unique
contribution on teacher professional development. This idea is consistent with
that of Wenger (2000) whose finding reveals discussing professional development
activities are used to construct professional identities of teachers and
strengthens their and modes of belonging to be strengthened. Wenger believed
that learning communities have particular characteristics
that enable the creation of new knowledge. Wenger
(2000) states that teachers come together with other members to participate in
their own development opportunities and empower them to fully realize their professional
identities. This means their participation on professional development
activities strengthen teachers’ professional identities because it incorporates
their past learning and existing knowledge into the practices of the community. Teacher
professional identity has been theorized by many scholars, like (e.g., Wenger,
2000, Urzúa
and Vásquez (2008), Luehmann
(2007), Forbes and Davis, 2007, Beijaard
et al. (2004). Similarly, Goodson and Cole
(1994) explored identity development of college teaches with no preparation,
and Mawhinney and Xu (1997) studied foreign-trained teachers’ identity
development in the UK. Some researchers, however, have specifically studied
aspects of identity development among teachers, such as Maor and Taylor (1995), who examined science
teachers‟ beliefs about the nature of learning as they related to
incorporating technology during inquiry teaching. Besides, Goodman
(1988) conducted a study on
constructing a practical philosophy of teaching. Guilfoyle
et al. (1995) studied on becoming
teachers of teachers, Guskey
(2010), Professional Development and Teacher Change and Hasan
and Shadi (2019) studied on ELF
teachers’ Identity Construction through a Reflection Consciousness. Although
these exploratory studies provide some information for teacher identity
construction, Volkmann
and Anderson (1997) note, specific knowledge of how
English language teachers in upper primary school construct professional
identities is scarce. The present study was motivated to fill this gap. In order to help us understand potential problems and fill the research gap in English teacher identity development in upper primary schools, exploring how an English language teachers construct their professional identities is vital. Despite the fact that numerous studies have investigated the various aspects professional development of teachers, a plethora of research on teachers’ professional identity construction has not yet been done. This means that many of the studies so far have not focused on exploring how the English language teachers construct their PI as English teachers. Put shortly, there is little or no empirical research has devoted to study how teacher develop their professional identities. The present study was motivated to explore the EFL teachers construct their professional identity as English language teachers in upper primary schools. 2. OBJECTIVE OF THE STUDY The
general objective of this study is to explore how English language teachers in
upper primary school construct their professional identities. 3. RESEARCH QUESTION The present study was used to address the following research question. How do English language teachers in upper primary schools construct their professional identities as teachers? 4. PARTICIPANTS Potential participants were
English language teachers in upper primary schools found in North Showa Zone of
Oromia Regional State in Ethiopia. Eight
teachers who were teaching English at the time of data collection were randomly
selected for the purpose of data collection. The data were collected in the
2020/2021 Academic years. The purpose of the study was informed to the
respondents and their participation was voluntary. 5. DATA COLLECTION Teacher interview was used to
gather data on how the English language teachers in upper primary schools
construct their professional identities as teachers. Teacher interview was used
as a data gathering tool Birks
and Mills (2011). The teacher interview was used to gather teachers’ ideas on how they
construct their professional identities as teachers. The interviewed English
teachers were coded as T1, T2, T3, T4, T5, T6, T7, T8, T9 and T10. The codes were
given to the interview respondents. The interviews lasted between 30 and 40
minutes. The nature of the interview was flexible, and the interview questions
were paraphrased, and prompts were made to allow participants to provide the
most genuine responses when expressing their opinions King and Horrocks (2010). 6. DATA ANALYSIS After the interviews were conducted
and transcribed, the data analysis process went through several stages,
following the principles of Grounded Theory Birks
and Mills (2011). First of all, a thorough process of reading
the whole interview transcripts were held. This process allowed the data to be
broken down into different parts and be coded. These initial codes were refined
and reorganized from which themes were evolved. Then the themes evolved were
developed. All of the evolved themes from interviews involving teachers were
then compared with each other’s to identify underlying patterns. The results
were distinctive categories which signify the themes emerging in the study Birks
and Mills (2011). Following this was an examination of relationships between the
overriding themes in order to develop the themes. There were a few times during the analysis process when contradictory data were found, so data validation was achieved through the elimination of their relationships and the exploration of possible alternative explanations within other categories Dey (2004). The process of data analysis continued until theoretical saturation was reached; that is, when probes for categories and properties in final interview resulted in no further data modification Birks and Mills (2011). The outcome of this Grounded Theory analysis was a model that indicates a comprehensive ways of how English language teachers in upper primary schools construct their professional identities as teachers Glaser and Strauss (1967). Here under is the data collected from the study participants. To gather teachers’ ideas on how they construct their PI, the interview question ‘Why did you choose to become a teacher?’ was asked. The responses obtained from the teacher responses served as evidence of how they construct their professional identities as English teachers. Below is an extract taken from Teacher 1 responses to the question: Why did you choose to become a teacher? The best
teacher I ever had was my English teacher in elementary school. I preferred
English because of her. She walked around the class to help us understand her
lessons. Furthermore, when she taught English, she knew her subject well and
used an easy method to make her lessons clear to the students. I was inspired
by her teaching techniques and knowledge of the subject, and I strive to bring
the same passion to my classroom. In
response to the same question, T2 had to say the following: My third
grade English language teacher was a real inspiration to me, and he was one of
the major reasons I pursued a teaching career and finally I become an English
language teacher. The teacher taught me from grades 3-6. I appreciated his
knowledge of English. His ability to guide students, his fairness, and his good
habits has inspired me to become an English language teacher. When asked the same question, Teacher 3 had to say this: I chose to be a teacher
because teaching is free from any politics. I go to school; I teach and go back
to my home. This is my mission. Teaching is molding children. That means I as a
teacher play a key role in molding and shaping. Help them in any way you can. The
destiny of my students is shaped in classrooms. Below is Teacher 4’s response when asked the
same question: Teaching is a job which always renews life. I love teaching;
it gives me chances to learn lessons, teach new topics, and work with new
children each year. Below is an extract taken from Teacher 5 in response to the question: Why did you choose to become a teacher? When I was a student, I was convinced that teachers must stay
on top of new technologies, trends, and historic events, ensuring I will always
be learning something new and impart this new lesson to my students to help
them gain the knowledge that will help them shape the next generation. Below is an extract taken from Teacher 6 in response to the same question: Teaching is an exchange of knowledge and a highly
transferable skill. I strongly believe if I am trained to become a qualified
teacher, I will be able to work pretty much anywhere in the world. Teaching
English has these opportunities, and I can work and explore at the same time.
International schools are growing in number all over the world and many are
looking favorably upon English teachers who have trained and qualified in
English. Below is Teacher 7’s response
when asked the same question: Despite the small amount of money, we are paid, another bonus
for many teachers is the chance to work in a social atmosphere. Teaching
profession is an enjoyable profession as we work as part of a team with our
colleagues, while interacting with students each day. We help students to reach
their goals and also, we help each other. Teachers have the opportunity to become an integral part of the
community, getting to know parents and community members. Below is Teacher 8’s response
when asked the same question: Teaching offers far more than just entering class and
teaching English. As a teacher I will have a satisfying career, knowing that I
have made a difference in many lives. Through interacting with students and
community members from a range of different backgrounds, I will gain greater
understanding of the society and flex my creative skills. Teaching is also a
good chance to grow personally and professionally. In response to the same question, T9 was quoted saying: I was inspired by my grade one English language teacher. She
taught English very well. I admire her knowledge of the subject and the way she
treated and approached the children. She used the easiest ways to the class to
make the lessons clear. Her kindness and willingness inspired me much. Her
passion to bring innovative ways and method of teaching inspired me to a
teacher. T10 was question saying: My seventh grade English teacher was the main reason for my
choice of being EFL teacher. Besides, I was also taught by a clever English
language teacher. When I was lower grade school student, both the teacher had
good qualities of a teacher. Their knowledge and teaching methods motivated me
to be like them. So far, the interview data obtained in response to the
Research Question (why the study participants chose to become English language
teachers?) have been reported. In the next section, themes that have evolved
from the study participants’ responses was brought together and analyzed. The
analysis would give us evidences of why the study participants chose to become
English language teachers. The evidence would serve us the sources of how the
English language teachers construct their professional identities as teachers. 7. FINDINGS OF THE STUDY The findings of the study are presented according to the themes evolved from the data. The themes evolved are teachers’ willingness to help students learn well, knowledge of the subject, good teaching skills, teachers’ motivation and students Engagement and teachers’ competence and confidence. These would serve us as sources of teacher identity construction. 7.1. WILLINGNESS TO HELP STUDENTS LEARN WELL One significant theme evolved from the responses was teachers’ willingness to help students well. The interview participants considered their former teachers’ willingness to help them learn well as an influencing factor for choosing a teaching profession. Former teachers’ willingness to help students learn well created interest in the respondents to become English teachers. A study by Barbour and Lammers (2015) reveal that teachers’ willingness to help students learn well one of the sources which helps them develop their professional identities as teachers. According to them teachers’ professional identity is rapidly developing when the teachers have the willingness to help their students learn well. Most interviewed participants had one or more teachers who they said were willing to help their students learn well. The implication is they want to be professionally developed. The interview participants also recalled their former teachers’ willingness to help them learn well and this impacted their choice of a teaching profession. This means that the respondents were inspired by the teachers’ willingness to help them learn well. This implies that their former teachers’ willingness to help influenced what the participants choose to become. The implication may mean that the teachers need CPD which develops their whole personality (willingness to help other, for example). The implication of this might mean that the teachers need the linguistic potential to help their students. Their needed linguistic capability can develop through attending CPD development program 7.2. TEACHERS’ KNOWLEDGE OF THE SUBJECT Another significant theme that can be drawn from the teachers’ responses to why they chose to become English teachers is their former teachers’ subject matter knowledge. Teachers’ knowledge of the subject was honored by the respondents Zein (2017). This means that respondents’ former teachers’ knowledge of the subject was one of the key factors that influenced the respondents’ choice. All the interview participants replied that their former teachers’ knowledge of the subject created interest in them to choose teaching as their careers. High quality teaching rests on teachers’ subject matter knowledge. Sparks (2002) holds a similar opinion when he discusses that teachers are required to develop their content knowledge and the teaching skills in order to increase students’ achievements. The interview data also clearly confirms this. This might mean students are motivated to choose teaching as their careers when their former teachers have good knowledge of the subject they were teaching. An implication of this can be found in the respondents need to become more knowledgeable in the subjects they are teaching. 7.3. Good Teaching Skills Another theme
shared across the respondents’ during the interview about why they chose
teaching profession was teachers’ good teaching skills. This means the
techniques used by the respondents’ former teachers to teach English influenced
respondents’ career choices. This means the respondents honored their former
teachers’ teaching strategies because the strategies changed their life and
formed their values. This finding is further supported by Clarke
(2008) who points out that good teachers’ skills is
one of the professional development areas that the teachers are required to
develop professi0nally. Fekede
and Pavi (2015) also hold a similar opinion when he states
that teachers teaching skill is one of the main skills the teachers are
required to have. The implication of this was clear. They need to become more skillful
English teachers. Developing their profession enables them to achieve this. 7.4. TEACHER MOTIVATION AND STUDENTS’ ENGAGEMENT The motivation the former teacher had for teaching and their engaging students in learning activities is another theme evolved from the interview data. Students in the classroom may have different motivation for learning. Activities teacher design should address students’ motivation and engage them learning. The present respondents’ former English teachers were reported to be successful in this regard. This means that the motivation to become English teachers arose from the respondents’ recognition of this. This may imply that the respondents need to be more aware about ways students could be engaged activities and ways to design engaging activities for students. The interview data reveal teacher motivation and students’ engagement were the bases for the respondents’ identity development. This means that respondents’ professional identity is developed and sustained by teacher motivation and student engagement. The teachers are the most important professionals for any nation’s future. This means motivated teachers create adequate support and resources for the students and play key roles in the respondents’ choice of careers. Observing this might help learners to be motivated and engaged and get inclined towards a teaching profession. One should bear in mind that a nation’s strength depends on the high quality of its education system and the strength, in turn, relies on motivated teachers. The implication of this might mean that the respondents want a program which enables them to be more motivated to help students. One source of motivation for the teachers is to help students in having developed linguistic and teaching skill resources. 7.5. TEACHERS’ CONFIDENCE AND COMPETENCE Another insightful theme evolved from interview data was teachers’ confidence and competence. This means former teachers’ confidence and competence were among the factors that influenced the respondents’ choice of teaching as their career. This confidence and competence play key roles in the choices of participants teaching profession and this was what the study participants honored for their decision to become English teachers. The data reveal that their teachers’ confidence and competence raised and sustained the respondents’ identity construction Zein (2017). The implication of this for the present teachers’ confidence and competence is clear. The respondents need to become more confident and more competent English teachers in upper primary schools. Developing their profession enables them to achieve this. 7.6. THE UNDERSTANDING OF A SCHOOL AS A SAFE WORK ENVIRONMENT Yet another theme that can be derived from the interview response is the understanding that school is a safe work environment. This means that the primary purpose of school is to educate children. Educating children is educating oneself for teachers. This is among what motivated the respondents to choose teaching. This funding can be further supported by Starkey et al. (2009) whose findings reveal that teaching in a safe environment give teachers the possibilities to construct their identities as teachers and expand their knowledge of the subject they are teaching. Mitchell (1997) describes that teachers’ collaboration with colleagues during professional development activities is among the key factors for the teachers’ professional identity construction. According to Mitchell, a rational justification for this finding could be teachers’ involvement in professional development activities and persistence for receiving others’ ideas and points of views. Teachers’ participation on professional development activities in their schools would help them construct their professional identities as teachers. This means that the teachers can develop and construct their professional identity when they participate in professional development activities. But one of the respondents disagreed teachers would construct their professional identity as teacher by participating in professional development activities in their schools. The implication might mean the value the value the respondents attach to making one’s workplace safe and keeping oneself continually educated. The CPD they want should enable them to achieve this. 8. CONCUSSIONS AND RECOMMENDATIONS In general, based on the data presentation and discussion made the following conclusions are given. It is suggested that English language teachers in upper primary schools in general and teacher identity construction in particular. The result of this research showed that the teachers require further development to be willing to help students learn well. 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