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    PRE-SERVICE EFL TEACHERS' POSSIBLE SELVES: A LONGITUDINAL STUDY OF THE SHIFTING DEVELOPMENT OF PROFESSIONAL IDENTITIES

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    TETDEDXItoi-temple-0225E-11960.pdf
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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Itoi, Emi
    Advisor
    Casanave, Christine Pearson, 1944-
    Committee member
    Beglar, David J.
    Sawyer, Mark
    Irie, Kay, 1966-
    Kumazawa, Masako
    Department
    Teaching & Learning
    Subject
    Teacher Education
    English as A Second Language
    Japanese Efl Teachers
    Longitudinal Case Study
    Narrative Inquiry
    Possible Selves
    Preservice Teachers
    Teacher Identity
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3054
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3036
    Abstract
    The purpose of this interpretive qualitative case study was to explore how possible selves of four pre-service EFL teachers changed during their last 10 months at university and what factors were involved in developing and changing their possible selves. The concept of possible selves is a future-oriented self-concept that involves one's motivation to move toward one's ideal future selves and move away from one's feared selves. Ought-to selves are also believed to work as motivators. The main data sources included two written possible selves stories from each participant, four sets of semi-structured interviews, short e-mail messages with emoticons, and official practicum reports. Through a narrative analysis of these data, I found that participants' rather general possible teacher selves changed to more realistic, elaborated ones after they had experienced practicums. These revised possible selves were not always in the direction of more positive, more ideal selves, but also toward feared and ought-to teacher selves. The data analysis also revealed that the participants found a large gap between their actual L2 selves and ought-to L2 selves, and consequently they developed feared L2 selves who would likely get embarrassed in front of others because of their poor English speaking ability. However, they took no action to prevent their feared L2 selves because becoming fluent in English was possibly seen as a temporally distant unreachable goal that did not merit an investment of time and energy. The study also found that interpersonal relationships with parents, teachers in the past, cooperating teachers during practicum, students at school, and peers were important factors contributing to participants' developing and changing possible selves. I end with suggestions that policy makers, universities, teacher educators, and supervising teachers of student teachers seriously consider issues that will help improve English education in Japan as well as lead to better teacher education programs to prepare EFL pre-service teachers for the rather harsh conditions in the teaching profession in Japan.
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      New Teacher Induction: A multi-case study of the role support plays in the professional learning of teacher residents

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      TEACHER PREPARATION IN A VIRTUAL K-12 CONTEXT: THE PERCEPTIONS OF SCHOOL LEADERS CONCERNING TEACHER PROFESSIONAL DEVELOPMENT

      DuCette, Joseph P.; McGinley, Christopher W.; Hall, John; Brooks, Wanda M., 1969- (Temple University. Libraries, 2019)
      Enrollment in cyber schools has increased steadily from their inception in 1996 through 2019. Despite this increase there is a limited understanding of how to train teachers to teach in virtual classrooms. Most virtual professional development is created and delivered by leaders of cyber schools. Therefore, to contribute to the literature on teacher training for online schools, this dissertation explores what school leaders of a cyber school perceive about the skills required to teach online and how they address these skills through the preparation and ongoing development of their new and veteran teachers. All 30 members of the focal school’s leadership team were invited to complete an anonymous questionnaire, and additionally, they were invited to participate in an interview. The data were analyzed via frequency calculations and coding. Conclusions were focused on the knowledge gaps of new teachers, what defines a successful professional development experience, the state of teacher training at cyber schools, and the extent school leaders are involved with the creation of professional development at their school. I found that the knowledge gaps of new teachers depend on their prior teaching experiences, with the teachers who have more experience in brick-and-mortar schools having the most gaps. The most effective professional development activities were characterized to be engaging, relevant, timely, and a good example of what teachers should do in their own classrooms. The focal school uses several forms of professional development to meet the needs of new teachers: an in-person onboarding, induction, and mentorship. At the focal school, veteran teachers are provided with grade-level weekly workshops and a content-level professional learning community. Involvement in the creation of professional development is dependent on an individual’s title and role.
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