Pre-service English Teachers’ Perceptions on Their Professional Identity through LinkedIn-Mediated Activities
DOI:
https://doi.org/10.29408/veles.v6i1.5140Keywords:
LinkedIn-mediated activity, professional identity, early teacher education, EFL contextAbstract
In English as a Foreign Language (EFL) context, pre-service English teachers need to develop their sense of identity in both real communities in society and online platforms.This study aims to analyse pre-service English teachers’ views on their engagement in LinkedIn-mediated early professional development activities . The data were collected through in-depth interviews. Three pre-service English teachers who enrolled in Teacher Professional Development coursework and engaged in LinkedIn-mediated activities during the coursework were invited to participate. Two themes emerged from the findings. The first is LinkedIn-mediated early professional development activities that raise awareness on developing current professional digital footprint. The second is LinkedIn-mediated early professional development activities help them to figure out expected teacher-selves in the future. Implications for future pedagogical practicein the Teacher Professional Development coursework is that the activities involved in LinkedIn should be sustained and enhanced in order to support the pre-service English teachers to shape their professional identity as future English teachers.
References
Beijaard, D., Meijer, PC, & Verloop, N. 2004. Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa
Connelly, F. M., & Clandinin, D. J. 1990. Stories of experience and narrative inquiry. Educational researcher, 19(5), 2-14.
De Costa, P.I. and Norton, B. 2017. Introduction: Identity, Transdisciplinarity, and the Good Language Teacher. The Modern Language Journal, 101: 3-14. doi:10.1111/modl.12368
Donlan, L. 2014. Exploring the views of students on Facebook in university teaching and learning. Journal of Further and Higher Education, 38 (4), 572-588. doi:10.1080/0309877X.2012.726973
Fowlie, J., & Forder, C. 2019. Pre-Professional Identity Formation Through Connections with Alumni and the Use of LinkedIn. In A. Diver (Ed.), Employability via Higher Education: Sustainability as Scholarship (1st ed., pp. 331-345). Springer. doi: https://doi.org/10.1007/978-3-030-26342-3
Gee, JP . 2000. Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.doi: https://doi.org/10.3102/0091732X025001099
Gu, M.M. and Lai, C. 2019.An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching. British Educational Research Journal, 45: 918-937. https://doi.org/10.1002/berj.3531
Hapsari, A., & Mukhlas, M. 2018. Students' on the implementation of multiliteracies approach by using social media in Teachers Professional Development Coursework. Proceedings from the 15th Asia TEFL and 64th TEFLIN International Conference. Yogyakarta: Yogyakarta State University Press.
Heidari, E., Salimi, G., & Mehrvarz, M. 2020. The influence of online social networks and online social capital on constructing a new graduate students’ professional identity. Interactive Learning Environments, 1-18. doi: https://doi.org/10.1080/10494820.2020.1769682.
Iredale, A., Stapleford, K., Tremayne, D., Farrell, L., Holbrey, C., & Sheridan-Ross, J. 2020. A review and synthesis of the use of social media in initial teacher education. Technology, Pedagogy and Education, 29(1), 19-34. doi: https://doi.org/10.1080/1475939X.2019.1693422
Leary, M. R., & Tangney, J. P. (Eds.). 2003. Handbook of self and identity. The Guilford Press.
Mart, M & Campbell-Barr, V. 2020 Professional development opportunities for early years teachers using social media: the case of England and Turkey, Education 3-13, doi: 10.1080/03004279.2020.1734041
Nguyen, XNCM, Dao, P. 2019. Identity exploration and development in TESOL teacher education: A three‐dimensional space narrative inquiry perspective. TESOL J. 2019; 10:e492. https://doi.org/10.1002/tesj.492
Norton, B. 2000. Identity and language learning: gender, identity, and educational change. Harlow, UK: Pearson Education.
Norton, B., & De Costa, P. 2018. Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112. doi: 10.1017 / S0261444817000325
Olsen, B. (2008). Teaching what they learn, learning what they live. Boulder, CO: Paradigm Publishers.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847. doi: https://doi.org/10.1177/1609406917733847
Preece, S. (ed.). 2016. Routledge handbook of language and identity. Abingdon: Routledge ISBN 9780367353896
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigat- ing learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
Saini, C., & Abraham, J. (2019). Modeling educational usage of social media in pre-service teacher education. Journal of Computing in Higher Education, 31(1), 21-55. doi : https://doi.org/10.1007/s12528-018-9190-4
Varghese, MM, Motha, S., Trent, J., Park, G., Reeves, J (guest eds.). 2016. Language teacher identity in multicultural settings (special issue). TESOL Quarterly, 50.3, 541-783.
Widodo, H.P., Fang, F., & Elyas, T. 2020. The construction of language teacher professional identity in the Global Englishes territory: ‘we are legitimate language teachers’. Asian Englishes, 22(3), 309-316. doi: 10.1080/13488678.2020.1732683
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
