01.Professional Learning and Development
Paper
A Cross-cultural Analysis of Teacher Identity Patterns
Alina Turculet, Daniela Popa
Transilvania University, Brasov, Romania
Presenting Author: Turculet, Alina;
Popa, Daniela
Teacher identity has been conceptualized as a second-order construct, as a set of meanings connected to the professional roles of teachers, each meaning reflecting a part of what teacher identity is (Hanna et al., 2020). Professional teacher identity is a role identity (Brenner et al., 2018), socially constructed and preserved (Burke & Stets, 2009). A teacher role identity preserves the impression management (Goffman, 1959) in relation to authority and hierarchy of educational field. The role performance is influenced by many factors, including mindset (Yeager & Dweck, 2020) and context (Turner et al., 1994). Therefore, cultural dimensions and differences (Hofstede, 2011) are important social contributors to the construction of teacher identity. A broaden perspective to cultural differences reveals the contribution of national and organisational cultures to teacher identity.
The construction of teacher identity can be set in initial teacher education and may increase student teachers learning potential (Nias, 2002) and decrease the risk of dropout before graduation or shortly after (Hong, 2010), or safeguard the quality of education avoiding burnout and dropout (Den Brok, Wubbels, & Van Tartwijk, 2017). Nevertheless, a cross-cultural approach to teacher identity describes different patterns of learning and professional development and factors contributed to these specific patterns.
The research question is whether there are differences in the exposed patterns in the development of professional identity among student teachers from Romania, Poland, and Georgia.
The first aim of this research is to investigate the teacher identity of student teachers from the perspective of motivation, self-image, self-efficacy, task perception, and cultural dimension at individual level.
The second aim is to analyse the differences in the exposed patterns of identity profession of student teachers exploring the background of the teacher identity construction.
Methodology, Methods, Research Instruments or Sources UsedParticipants and procedure
The research involves data collection from three independent samples of totally 300 student teachers from similar education institutions in Romania, Poland, and Georgia. Ethical approval will be granted by the Ethics Committee of Transilvania University of Brașov, Romania. All student teacher respondents will provide informed consent before the measurement instrument was administered online, in February, from 1st to 28th, 2023. The online administration of the survey will be supervised by a researcher and will last on average 15 minutes.
The exposure of teacher identity patterns will allow a deepen analysis in each participant country. Interviews with enablers and stakeholders will be carried out. A comparative case-study will be provided.
Measurement instrument
The Teacher Identity Measurement Scale (TIMS) assess student teachers’ professional identity (Hanna et al., 2020). The instrument decomposes teacher identity in four domains (motivation, self-image, self-efficacy, and task perception, and follows the requested procedure of scale development (e.g., DeVon et al., 2007; Kline, 2011). The Cultural Dimension at Individual Level Robertson & Hoffman (1999) Scale evaluates cultural dimensions at the individual psychological level (Culpepper, Stephen& Watts, 1999). The validated Likert-scale instruments were translated from English to Romanian, Polish and Georgian using standard procedure of translation and back translation (Sperber, 2004). Some items were adapted to the Romanian, Polish and Georgian languages, and contexts.
Conclusions, Expected Outcomes or FindingsThe measurement of the professional identity of student teachers will expose relevant patterns in the development of professional identity of the participants, that will be used to support and manage study programs and activities to increase their involvement in learning and commitment to learning tasks. Country comparison for Hofstede’s cultural dimensions enhance the following scores: power-distance: 68 Poland – 90 Romania – estimated 65 for Georgia; individualism: 60 Poland – 30 Romania – estimated 41 for Georgia; masculinity: 64 Poland – 42 Romania – estimated 55 for Georgia; uncertainty avoidance: 93 Poland – 90 Romania – estimated 85 for Georgia; long term orientation: 38 Poland – 52 Romania – estimated 38 for Georgia; indulgence: 29 Poland – 20 Romania – estimated 32 for Georgia. Since there are dimensions with important scores differences, a deepen analysis will show relevant aspects regarding the implications of cultural differences on learning and professional development. Furthermore, cultural differences explain authority management, tolerance towards diversity, purpose of education etc. (Hofstede, 2011).
After the delimitation of the identity patterns in Romania, Poland, and Georgia, statistical analysis will be provided. T-tests will enhance whether there are significant differences between the three independent samples.
The qualitative sequence of the study will allow to explore in depth the specific contexts of professional identity construction, even though there are common historical, social, and cultural backgrounds in the three countries.
The methodological limitation of this research consists in self-reported data and gender inequalities caused by teaching is mostly a feminine profession in Romania, Poland, and Georgia.
The finding will support educational strategies, interpersonal relationships, organizational management, and educational policies regarding higher education curricula.
ReferencesBrenner, P.S, Serpe, R.T., & Stryker, S. (2018). Role-specific self-efficacy as precedent and product of the identity model. Sociological perspectives, 61, 57-80. https://doi.org/10.1177/0731121417697306
Burke, P.J., & Steets, J.E. (2009). Identity theory. Oxford University Press
Culpepper, R., Stephen, F., & Watts, L. (1999). Measuring cultural dimensions at the individual level: an examination of the Dorfman and Howell (1988) scales and Robertson and Hoffman (1999) scale. Academy of Strategic and Organizational Leadership Journal, Volume 3, Number 1, 1999
Den Brok, P., Wubbels, T., & Van Tartwijk, J. (2017). Exploring beginning teachers’ attrition in Netherlands. Teachers and Teaching, 23(8), 881-895. http://doi.org/10.1080/13540602.2017.1360859
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Hanna, F, Oostdam, R, Severiens, S.E., & Zijlstra, B.J.H. (2019). Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measure Scale. Studies in Educational Evaluation, 64 (2020) 100822. https://doi.org/10.1016/j.stueduc.2019.100822
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014
Hong, J. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out the profession. Teaching and teacher education, 26(8), 1530-1543. https://doi.org/10.1016/j.tate.2010.06.003
Nias, J. (2002). Primary teachers talking: A study of teaching as work. Oxford, United Kingdom: Routledge
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Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
01.Professional Learning and Development
Paper
Professional Learning and the Importance of Identity and Place for Those Teaching in the Remote, Rural and Island Communities
Suzie Dick
Queen Margaret University, United Kingdom
Presenting Author: Dick, Suzie
In this paper I will discusses the question of identity within an island community and the potential impact this may have on a person’s professional identity, and the implications around this in relation to professional learning and networking for remote, rural and specifically island based teachers. Using Biesta’s three educational domains of qualification, socialisation and subjectification as a lens, what are the professional learning needs of teachers in remote, island communities, and what are the opportunities to the members and their school communities. In an increasingly digital age, there are still limitations for those in less digitally connected rural areas to take part in national professional learning opportunities, along with whether there is a desire to do so, leaving the question of what is the nature of professional development for island communities, the influencing factors, and the ultimate question of whose needs should a teacher’s professional learning serve? Identity is simply the story we tell about ourselves and Identity is not something one has, but something that develops during one’s whole life and, as such, is an ongoing process of interpretation and re-interpretation of experiences.It is important to recognise that professional identity is formed by an interplay of different spheres of life, including those outside work and education, and that some of these spheres play a bigger part depending on the time and situation. The notion of identity can be used as an analytic tool in determining how, what or where you place yourself in relation to others in a particular context or sphere, in this case, in an island community as a teacher. Thus, tradition influences the way in which teachers act day to day, the way in which professional learning is approached, and the conditions that are needed to suppor and improve professional learning and development for those working in the margins of Europe. The challenge, for all of us who work, research and stand up for those in the island communities is how to enable apprpriate professional learning, that is cognisant of current policy, but in which recognises and celebrates our unique heritage, opportunities and challenges.
Methodology, Methods, Research Instruments or Sources UsedUsing a constructivist (Charmazian) grounded theory framework, this research examined the perceptions and attitudes towards professional learning, and seek to identify what influence this may have on professional identity and classroom practice. This work analysed the literature relating to Charmazian grounded theory, discussed how this research was conducted, and examine the researcher’s positionality within the subject area. Through the research, a number of themes emerge from the data and are discussed, including newly qualified teachers’ (NQT’s) perceptions of professional learning, the importance of relationships, and what influences professional identity. Through the research methods of focus group and interviews, this papers looks to challenge the practice of a mandated professional learning generally, and those in remote rural areas specifically.
Conclusions, Expected Outcomes or FindingsThe recommendation from this research is that there needs to be a shift in understanding and promotion of professional learning in remote rural schools, and island schools in particular. Drawing together, the implications of professional development on the islands is that there are many factors that should be considered when deciding what professional development is needed, by whom for whom? Professional development is linked to the situation of those on islands; it is not only about one person’s needs but the island’s, being community ready first and ready to support community sustainability through personal professional development. In return, communities support their teachers, providing greater diversity of opportunities for professional and personal growth. The establishment of the Erasmus Island Schools Network across the European nations with island schools is an extension of this, connecting islands, connecting teachers, connecting professional learning. The question now is around the policy context in which professional learning is currently dictated to occur centrally, to one that recognises the situational contexts for the teachers on the margins, and to reconsider what the conditions and practices are needed there, in those places, for effective and relevant professional learning and development to take place.
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Charmaz, K., 2006. Constructing Grounded Theory. London: Sage.
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White, S, and J. Kline. 2012. “Developing a rural teacher education curriculum package.” The Rural Educator 33 (2): 36-43.
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Brown, J, C McLennan, D Mercieca, D. P Mercieca, D. P. Robertson, and E. Valentine. 2021. “Technology as thirdspace: teachers in Scottish schools engaging with and being challenged by digital technology in first COVID-19 lockdown.” Education Sciences 11 (3): 136-`52.
Hunt-Barron, S., K.N Tracy, E Howell, and R., Kaminski. 2015. “Obstacles to enhancing professional development with digital tools in rural landscapes.” Journal of Research in Rural Education 30 (2).
Quinn, F, J Charteris, R Adlington, N Rizk, P Fletcher, and M., Parkes. 2020. “ The potential of online technologies in meeting PLD needs of rural teachers.” Asia-Pacific Journal of Teacher Education.
Hunt-Barron, S., K.N Tracy, E Howell, and R., Kaminski. 2015. Obstacles to enhancing professional development with digital tools in rural landscapes. p. 11
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