Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School

Authors

  • Nancy Agatha Florida Sanata Dharma University
  • Concilianus Laos Mbato Sanata Dharma University

DOI:

https://doi.org/10.23887/jere.v4i1.23959

Keywords:

education quality, vulnerability, professional identity construction, burn out, novice and experienced teachers

Abstract

The quality of education is influenced by many factors, one of which is the quality of the teachers. In the spirit of fostering a strong and resilient young generation, teachers in the capital city of Nusa Tenggara Timur (NTT), Kupang, attempted to break through their limitations in order to form their identity. This research investigated how novice and experienced teachers shifted their vulnerability into professional identity and to what extent this strategy impacted on their professional identity construction in a Junior High School in Kupang. This research presented a thematic analysis on their expectation and anxiety, their strategies and how these strategies helped them to build their identity. Results from data analysis clearly indicated that without critical reflections and actions, both novice and experienced teachers could undergo burnt out when dealing with their vulnerability.

References

Alsup, J. (2018). Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on teacher identity (13–23). https://doi.org/https://doi.org/10.1007/978-3-319-93836-3

Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065

Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publication, Inc.

Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. Research on Teacher Identity: Mapping Challenges and Innovations, (1), 61–70. https://doi.org/10.1007/978-3-319-93836-3_6

Dimitrieska, V. (2018). Becoming a Language Teacher: Tracing the Mediation and InternalizationProcesses of Pre-service Teachers. Research on Teacher Identity: Mapping Challenges and Innovations, (1), 157–168. https://doi.org/10.1007/978-3-319-93836-3_14

Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32. https://doi.org/10.1016/j.tate.2013.06.005

Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349–1361. https://doi.org/10.1016/j.tate.2010.03.005

Harman, Benny. (2017). Mendikbud dan cara melihat pendidikan di NTT. Retrieved from https://nasional.kompas.com/read/2017/12/13/08472011/mendikbud-dan-cara-melihat-pendidikan-di-ntt?page=2

Harrison, J. K., & Lee, R. (2011). Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme. Journal of Education for Teaching, 37(2), 199–217. https://doi.org/10.1080/02607476.2011.558285

Jun, Y. dan, Issa, Feng, H. ai, & Zheng Zhi Lian. (2018). Telling Stories: Understanding Teachers’ Identity in a Context of Curriculum Innovation. In O. Kwo (Ed.), Teachers as Learners (45–64). https://doi.org/10.1017/cbo9780511841057.010

Kelchtermans, G. (2013). Who I am in how I teach is the message: Self-understanding vulnerability, and reflection. Advances in Research on Teaching, 19(April 2015), 379–401. https://doi.org/10.1108/S1479-3687(2013)0000019021

Kwo, O. (2018). From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development. In O. Kwo (Ed.), Teachers as Learners (26th ed., 153–176). https://doi.org/10.1017/cbo9780511841057.010

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. https://doi.org/10.1016/j.tate.2005.06.003

Liew, Warren Mark. (2018). From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development. In O. Kwo (Ed.), Lessons on Reform: A Story of Teaching as Lived Practise (245-268).

Miyagamwala, G. (2015). Emotional Intelligence and Teacher Effectiveness - An Analysis. The Business and Management Review, 5(4), 233–239.

Palmer, P. J. (2003). The Heart of a Teacher. In The Courage to Teach (9–33). https://doi.org/10.1080/00091389709602343

Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240–260. https://doi.org/10.1080/02619768.2012.696192

Seo, John. (2018). Menteri Muhadjir Effendy: Pendidikan di NTT urutan 3 terbawah. Retrieved from https://nasional.tempo.co/read/1048094/menteri-muhadjir-effendy-pendidikan-di-ntt-urutan-3-terbawah

Shimura, K. (2001). Compare and Contrast of Grounded Theory and KJ Method, (1965), 46–57.

Sloan, K. (2006). Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum Policies. In Curriculum Inquiry (Vol. 2).

Song, J. (2016). Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation. TESOL Quarterly, 50(3), 631–654. https://doi.org/10.1002/tesq.312

Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346–355. https://doi.org/10.1016/j.tate.2017.01.010

Ulvik, M., & Langrgen, K. (2012). What can experienced teachers learn from newcomers? Newly qualified teachers as a resource in schools. Teachers and Teaching: Theory and Practice, 18(1), 43–57. https://doi.org/10.1080/13540602.2011.622553

van der Want, A. C., den Brok, P., Beijaard, D., Brekelmans, M., Claessens, L. C. A., & Pennings, H. J. M. (2018). Changes over time in teachers’ interpersonal role identity. Research Papers in Education, 33(3), 354–374. https://doi.org/10.1080/02671522.2017.1302501

Downloads

Published

2020-03-09

How to Cite

Florida, N. A., & Mbato, C. L. (2020). Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School. Journal of Education Research and Evaluation, 4(1), 8–16. https://doi.org/10.23887/jere.v4i1.23959

Issue

Section

Articles