Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction

Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become...

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Autores principales:	Jennifer Jennifer, Concilianus Laos Mbato
Formato:	article
Lenguaje:	EN
Publicado:	Universitas Cokroaminoto Palopo 2020
Materias:	critical incidents teachers’ beliefs & motivation identity construction Language and Literature P
Acceso en línea:	https://doaj.org/article/f7f81215a5db47129a7fab702a502619
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spelling	oai:doaj.org-article:f7f81215a5db47129a7fab702a5026192021-12-01T19:20:39ZCritical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction10.30605/25409190.1722355-34482540-9190https://doaj.org/article/f7f81215a5db47129a7fab702a5026192020-04-01T00:00:00Zhttps://ethicallingua.org/25409190/article/view/172https://doaj.org/toc/2355-3448https://doaj.org/toc/2540-9190 Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become teachers in shaping teacher professional identity. It involved pre-service teachers who major in a Master’s Program in English Education at a university in Yogyakarta, Indonesia. As the methodology to collect data, critical incident techniques was used, which constitute five steps: 1) Establishing general aims; 2) Establishing plans and specifications (formulating frames of references and categories); 3) Collecting data; 4) Analyzing data; and 5) Interpreting, analyzing, and reporting data (Hughes, Williamson, & Lloyd, 2007). Some teachers may mix their experiences with blind judgments due to emotional reactions. Thus, critical incident technique enables pre-service teachers to revisit their incidents critically. The results of the study led to a conclusion that lack of personal connections between the participants and people who had taught them contributed to the participants’ neutral beliefs about teaching, which in turn contributed to their low intrinsic motivation to be teachers. Jennifer JenniferConcilianus Laos MbatoUniversitas Cokroaminoto Palopoarticlecritical incidentsteachers’ beliefs & motivationidentity constructionLanguage and LiteraturePENEthical Lingua: Journal of Language Teaching and Literature, Vol 7, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	critical incidents teachers’ beliefs & motivation identity construction Language and Literature P
spellingShingle	critical incidents teachers’ beliefs & motivation identity construction Language and Literature P Jennifer Jennifer Concilianus Laos Mbato Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
description	Personal journeys in teacher education programs are crucial in helping pre-service teachers to build “a strong and positive professional identity” (Ivanova & Skara-Mincne, 2016; Yuan & Lee, 2015). This study aimed to elaborate on critical incidents regarding beliefs and motivation to become teachers in shaping teacher professional identity. It involved pre-service teachers who major in a Master’s Program in English Education at a university in Yogyakarta, Indonesia. As the methodology to collect data, critical incident techniques was used, which constitute five steps: 1) Establishing general aims; 2) Establishing plans and specifications (formulating frames of references and categories); 3) Collecting data; 4) Analyzing data; and 5) Interpreting, analyzing, and reporting data (Hughes, Williamson, & Lloyd, 2007). Some teachers may mix their experiences with blind judgments due to emotional reactions. Thus, critical incident technique enables pre-service teachers to revisit their incidents critically. The results of the study led to a conclusion that lack of personal connections between the participants and people who had taught them contributed to the participants’ neutral beliefs about teaching, which in turn contributed to their low intrinsic motivation to be teachers.
format	article
author	Jennifer Jennifer Concilianus Laos Mbato
author_facet	Jennifer Jennifer Concilianus Laos Mbato
author_sort	Jennifer Jennifer
title	Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
title_short	Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
title_full	Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
title_fullStr	Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
title_full_unstemmed	Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction
title_sort	critical incidents in pre-service teachers’ beliefs and motivation to become english teachers: a study of teacher professional identity construction
publisher	Universitas Cokroaminoto Palopo
publishDate	2020
url	https://doaj.org/article/f7f81215a5db47129a7fab702a502619
work_keys_str_mv	AT jenniferjennifer criticalincidentsinpreserviceteachersbeliefsandmotivationtobecomeenglishteachersastudyofteacherprofessionalidentityconstruction AT concilianuslaosmbato criticalincidentsinpreserviceteachersbeliefsandmotivationtobecomeenglishteachersastudyofteacherprofessionalidentityconstruction
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Critical Incidents in Pre-Service Teachers’ Beliefs and Motivation to Become English Teachers: A Study of Teacher Professional Identity Construction

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