Transformative Experiences of EFL Lecturers’ Professional Identity in Online Education
English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professio.
- Pub. date: April 15, 2022
- Pages: 795-804
- 676 Downloads
- 998 Views
- 3 Citations
English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.
information and communication technology covid 19 pandemic online teaching teacher professional identity
Keywords: Information and communication technology, COVID-19 pandemic, online teaching, teacher professional identity.
References
Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. https://doi.org/10.1080/09588221.2012.654495
Aydın Küçük, B. (2020). The social and economic exchange relationships in the context of organizational commitment. MANAS Journal of Social Studies, 9(4), 2337-2348. https://doi.org/10.33206/mjss.640929
Baker, K. Q., & Moyer, D. M. (2019). The relationship between students’ characteristics and their impressions of online courses. American Journal of Distance Education, 33(1), 16-28. https://doi.org/10.1080/08923647.2019.1555301
Baran, E., & Correia, A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95-101. https://doi.org/10.1007/s11528-014-0791-0
Celebi, E. (2021). Transformative experiences of EFL lecturers’ professional identity in online education [Master's thesis, Çağ University]. DSpace@Çağ. https://bit.ly/3KGFYWO
Chatterjee, R., & Correia, A. P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. https://doi.org/10.1080/08923647.2020.1703479
Cheung, H. Y. (2008). Measuring the professional identity of Hong Kong in‐service teachers. Journal of In‐service Education, 34(3), 375-390. https://doi.org/10.1080/13674580802003060
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56. https://doi.org/10.1017/S0267190514000191
Gouldner, H. P. (1960). Dimensions of organizational commitment. Administrative Science Quarterly, 4(4), 468–490. https://doi.org/10.2307/2390769
Hafsa, F., & Borasi, R. (2019). Online teacher identity. Center for Learning in the Digital Age LiDA. https://bit.ly/3GDbHWs
Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326. https://doi.org/10.1080/09588220500335455
Hurst, B. (2015). Making the move to online teaching: One reluctant professor’s informal self-study. TechTrends, 59(6), 35-40. https://doi.org/10.1007/s11528-015-0902-6
Karakaya, K. (2010). A investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching [Master's thesis, Middle East Technical University]. OpenMETU. https://open.metu.edu.tr/handle/11511/19815
Kocabaş-Gedik, P., & Ortaçtepe Hart, D. (2021). “It’s not like that at all”: a poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity & Education, 20(2), 103-117. https://doi.org/10.1080/15348458.2020.1726756
Liu, X., Magjuka, R. J., Bonk, C. J., & Lee, S. H. (2007). Does sense of community matter? An examination of participants' perceptions of building learning communities in online courses. The Quarterly Review of Distance Education, 8, 9-24. https://eric.ed.gov/?id=EJ875048
Lomicka, L., & Lord, G. (2007). Social presence in virtual communities of foreign language (FL) teachers. System, 35(2), 208–228. https://doi.org/10.1016/j.system.2006.11.002
Martí, M. M. C. (2006). Teacher training in ICT-based learning settings: thesis doctoral: design and implementation of an online instructional model for english language teachers [Doctoral dissertation, Universitat Rovira i Virgili]. TDX. https://bit.ly/3nkWT7e
Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
Nazari, M., & Seyri, H. (2021). Covidentity: examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education Advance online publication. https://doi.org/10.1080/02619768.2021.1920921
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological aspects of digital learning: a self-determination theory perspective. Contemporary Educational Technology, 12(2) 1-13. https://doi.org/10.30935/cedtech/8584
Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL teachers’ perceptions on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29–43. https://bit.ly/3nmGQ9a
Simon, E. (2012). The impact of online teaching on higher education faculty's professional identity and the role of technology: The coming of age of the virtual teacher [Doctoral dissertation, University of Colorado at Boulder]. https://bit.ly/3FoNsd6
Snoeyink, R., & Ertmer, P. A. (2001). Thrust into technology: How veteran teachers respond. Journal of Educational Technology Systems, 30(1), 85–111. https://doi.org/10.2190/YDL7-XH09-RLJ6-MTP1
Stets, J. E., & Serpe, R. T. (Eds.). (2016). New directions in identity theory and research. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190457532.001.0001
Van Lange, P. A. M., & Balliet, D. (2015). Interdependence theory. In M. Mikulincer, P. R. Shaver, J. A. Simpson, & J. F. Dovidio (Eds.), APA handbook of personality and social psychology, Vol. 3. Interpersonal relations (pp. 65–92). American Psychological Association. https://doi.org/10.1037/14344-003
Yaşar, D. I. (2020). An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves [Master's thesis, Bilkent University]. https://bit.ly/3o3JRvb