Professional identity construction of EFL teachers as autonomous learners
Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identit...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Sidoarjo
2021-11-01
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| Series: | JEES (Journal of English Educators Society) |
| Subjects: | |
| Online Access: | https://jees.umsida.ac.id/index.php/jees/article/view/1646 |
| _version_ | 1818871885000081408 |
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| author | Sri Rachmajanti Gunadi Harry Sulistyo Fika Megawati Ayu Alif Nur Maharani Akbar |
| author_facet | Sri Rachmajanti Gunadi Harry Sulistyo Fika Megawati Ayu Alif Nur Maharani Akbar |
| author_sort | Sri Rachmajanti |
| collection | DOAJ |
| description | Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners. |
| first_indexed | 2024-12-19T12:30:01Z |
| format | Article |
| id | doaj.art-181b62239c1f489a9c821e843474eb7e |
| institution | Directory Open Access Journal |
| issn | 2503-3492 |
| language | English |
| last_indexed | 2024-12-19T12:30:01Z |
| publishDate | 2021-11-01 |
| publisher | Universitas Muhammadiyah Sidoarjo |
| record_format | Article |
| series | JEES (Journal of English Educators Society) |
| spelling | doaj.art-181b62239c1f489a9c821e843474eb7e2022-12-21T20:21:25ZengUniversitas Muhammadiyah SidoarjoJEES (Journal of English Educators Society)2503-34922021-11-01621646Professional identity construction of EFL teachers as autonomous learnersSri Rachmajanti0Gunadi Harry Sulistyo1Fika Megawati2Ayu Alif Nur Maharani Akbar3Fakultas Sastra, Universitas Negeri MalangFakultas Sastra, Universitas Negeri MalangEnglish Language Education, Universitas Muhammadiyah SidoarjoUniversitas Negeri MalangTeacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners.https://jees.umsida.ac.id/index.php/jees/article/view/1646professional identityefl teachersautonomous learners |
| spellingShingle | Sri Rachmajanti Gunadi Harry Sulistyo Fika Megawati Ayu Alif Nur Maharani Akbar Professional identity construction of EFL teachers as autonomous learners JEES (Journal of English Educators Society) professional identity efl teachers autonomous learners |
| title | Professional identity construction of EFL teachers as autonomous learners |
| title_full | Professional identity construction of EFL teachers as autonomous learners |
| title_fullStr | Professional identity construction of EFL teachers as autonomous learners |
| title_full_unstemmed | Professional identity construction of EFL teachers as autonomous learners |
| title_short | Professional identity construction of EFL teachers as autonomous learners |
| title_sort | professional identity construction of efl teachers as autonomous learners |
| topic | professional identity efl teachers autonomous learners |
| url | https://jees.umsida.ac.id/index.php/jees/article/view/1646 |
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