Exploring Pre-Service Teacher's Professional Identity Using Metaphors: Implication For Education Curricula
Abstract
Although professional identity formation is a key idea in education, little is known about the procedure from the viewpoint of the students. The goal of this study is to evaluate the limitations of the metaphors used by Indonesian first-graders studying education to characterize teachers in the context of developing a professional identity. Both qualitative and quantitative analyses of the data were done. Four conceptual themes were comprised of a total of 39 well-articulated metaphorical pictures. Despite some restrictions, the use of metaphors to create and explain professional identities can be useful in reflecting the values and beliefs of matriculating to education school, as well as in providing some insight into the personal beliefs and values of matriculating assistance with and suggestions for curriculum conception.
Keywords: Education Curriculum; Education Students; Metaphors; Professional Identity
References
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Ahmad, H., Latada, F., Wahab, N., Shah, S., & Khan, K. (2018). Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals. International Journal of English Linguistics, 8, 37. https://doi.org/10.5539/ijel.v8n6p37
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Farrell, T. (2011). Exploring the professional role identities of novice ESL teachers through reflective practice. Fuel and Energy Abstracts, 39. https://doi.org/10.1016/j.system.2011.01.012
Farrell, T., & Ives, J. (2014). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19. https://doi.org/10.1177/1362168814541722
Gomez, C. N. (2021). The use of metaphor to explore prospective mathematics teachers’ projective identity. School Science and Mathematics, 121(3), 143–153. https://doi.org/10.1111/ssm.12458
Graduate Student, School of English Language and Literature, Sookmyung Women’s University, Ko, H., & Kim, M. (2021). A Study of Native English- Speaking Teachers’ Professional Identity in the Korean University Context. English Teaching, 76(2), 3–23. https://doi.org/10.15858/engtea.76.2.202106.3
Han, I. (2021). Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures. Teachers and Teaching, 27(1–4), 223–245. https://doi.org/10.1080/13540602.2021.1939002
Karabay, A. (2016). An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors. Eurasian Journal of Educational Research, 16(65), 1–35. https://doi.org/10.14689/ejer.2016.65.01
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency, and professional vulnerability in the context of secondary school reform. Teaching and Teacher Education, 21, 899–916. https://doi.org/10.1016/j.tate.2005.06.003
Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85, 129–142. https://doi.org/10.1007/s10649-013-9500-8
Mockler, N. (2011). Becoming a 'Being' a Teacher: Understanding Teacher Professional Identity (pp. 123–138). https://doi.org/10.1007/978-94-007-0805-1_9
Nickel, J., & Crosby, S. (2021). Professional Identity Values and Tensions for Early Career Teachers. Teaching Education, 33. https://doi.org/10.1080/10476210.2021.1895107
Pillen, M., Beijaard, D., & Pj, B. (2012). Tensions in beginning teachers' professional identity development, accompanying feelings, and coping strategies. European Journal of Teacher Education - EUR J TEACH EDUC, 36, 1–21. https://doi.org/10.1080/02619768.2012.696192
Portaankorva-Koivisto, P., & Grevholm, B. (2019). Prospective mathematics teachers’ self-referential metaphors as indicators of the emerging professional identity. Lumat: International Journal of Math, Science and Technology Education, 7(2). https://doi.org/10.31129/LUMAT.7.2.343
Prabjandee, D. (2019). Becoming English teachers in Thailand: Student-teacher identity development during teaching practicum. Issues in Educational Research, 29, 1277–1294.
Runcieman, A. J. (2018). The Identity of the Professional Interpreter. Springer Singapore. https://doi.org/10.1007/978-981-10-7823-1
Sanata Dharma University, & Iswandari, Y. (2017). Revealing Pre-service Foreign Language Teachers’ Imagined Professional Identity in Reflective Journals. Language and Language Teaching Journal, 20(01), 59–67. https://doi.org/10.24071/llt.2017.200107
Ahmad, H., Latada, F., Wahab, N., Shah, S., & Khan, K. (2018). Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals. International Journal of English Linguistics, 8, 37. https://doi.org/10.5539/ijel.v8n6p37
Chien, C.-W. (2020). Creating pathways to developing a “Teacher Self†through metaphor analysis. Research in Education, 106(1), 41–58. https://doi.org/10.1177/0034523719883663
Clarke, M. (2013). Clarke, M. Hyde, A. Drennan, J. (2013) "Professional identity in higher education"' In Kehm, B. and Teichler, U (eds). The Academic Profession in Europe: New Tasks and New Challenges. Dordrecht Heidelberg London New York: Springer. , Pp.7-22.
Farrell, T. (2011). Exploring the professional role identities of novice ESL teachers through reflective practice. Fuel and Energy Abstracts, 39. https://doi.org/10.1016/j.system.2011.01.012
Farrell, T., & Ives, J. (2014). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19. https://doi.org/10.1177/1362168814541722
Gomez, C. N. (2021). The use of metaphor to explore prospective mathematics teachers’ projective identity. School Science and Mathematics, 121(3), 143–153. https://doi.org/10.1111/ssm.12458
Graduate Student, School of English Language and Literature, Sookmyung Women’s University, Ko, H., & Kim, M. (2021). A Study of Native English- Speaking Teachers’ Professional Identity in the Korean University Context. English Teaching, 76(2), 3–23. https://doi.org/10.15858/engtea.76.2.202106.3
Han, I. (2021). Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures. Teachers and Teaching, 27(1–4), 223–245. https://doi.org/10.1080/13540602.2021.1939002
Karabay, A. (2016). An Investigation of Prospective Teachers’ Views Regarding Teacher Identity via Metaphors. Eurasian Journal of Educational Research, 16(65), 1–35. https://doi.org/10.14689/ejer.2016.65.01
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency, and professional vulnerability in the context of secondary school reform. Teaching and Teacher Education, 21, 899–916. https://doi.org/10.1016/j.tate.2005.06.003
Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85, 129–142. https://doi.org/10.1007/s10649-013-9500-8
Mockler, N. (2011). Becoming a 'Being' a Teacher: Understanding Teacher Professional Identity (pp. 123–138). https://doi.org/10.1007/978-94-007-0805-1_9
Nickel, J., & Crosby, S. (2021). Professional Identity Values and Tensions for Early Career Teachers. Teaching Education, 33. https://doi.org/10.1080/10476210.2021.1895107
Pillen, M., Beijaard, D., & Pj, B. (2012). Tensions in beginning teachers' professional identity development, accompanying feelings, and coping strategies. European Journal of Teacher Education - EUR J TEACH EDUC, 36, 1–21. https://doi.org/10.1080/02619768.2012.696192
Portaankorva-Koivisto, P., & Grevholm, B. (2019). Prospective mathematics teachers’ self-referential metaphors as indicators of the emerging professional identity. Lumat: International Journal of Math, Science and Technology Education, 7(2). https://doi.org/10.31129/LUMAT.7.2.343
Prabjandee, D. (2019). Becoming English teachers in Thailand: Student-teacher identity development during teaching practicum. Issues in Educational Research, 29, 1277–1294.
Runcieman, A. J. (2018). The Identity of the Professional Interpreter. Springer Singapore. https://doi.org/10.1007/978-981-10-7823-1
Sanata Dharma University, & Iswandari, Y. (2017). Revealing Pre-service Foreign Language Teachers’ Imagined Professional Identity in Reflective Journals. Language and Language Teaching Journal, 20(01), 59–67. https://doi.org/10.24071/llt.2017.200107
Published
2023-07-11
Section
Articles
