An Investigation on EFL Teachers’ Defining their Possible Selves in the Future: Teaching Experience in Focus

الموضوعات : نکرش جدید در یادگیری زبان انکلیسی

Leila Amanati ¹ , Davud Kuhi ² , Mahnaz saeidi ³

1 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English Language, Maragheh Branch, Islamic Azad University, Maragheh, Iran
3 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

تاريخ الإرسال : 06 الجمعة , ذو القعدة, 1444 تاريخ التأكيد : 28 الأحد , ذو الحجة, 1444 تاريخ الإصدار : 16 الجمعة , صفر, 1445

الکلمات المفتاحية: professional identity, Key Words: Identity, Teaching Experience, possible selves,

ملخص المقالة :

Possible selves of teachers are not formed overnight, but it is a continuous process on which different factors such as teaching experience may have a significant impact. This study aimed at investigating EFL teachers’ defining their possible selves in the future with a focus on their teaching experience. In so doing, a survey design was used. ََA total number of 180 (90 males and 90 females) English language teachers from high schools (N=90) in North West area of Iran participated in the study through available sampling. To collect the data, the Expected Self-goals Questionnaire, and The Selves I Fear Questionnaire were used. The results showed that prospective teachers of public schools feared that they seem uninspired and were more task-focused than quality-focused; new teachers feared that they cannot control classes and were more task-focused than quality-focused; and experienced teachers of public schools sought to reach professional development and were more quality-focused than task-focused. Further, it was shown that three categories of teachers’ expected selves were significantly different. Moreover, three categories of teachers’ expected selves were different significantly concerning both expected quality-focused and expected task-oriented dimensions. More specifically, prospective teachers reported lower levels of expected professionalism and higher levels of expected learning to teach than the two other categories of teachers. The results of the current study may shed light on our knowledge of EFL teachers’ possible selves as well as the effect of teaching experience on the construction/reconstruction of EFL teachers’ possible selves.

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