The roles of critical incidents to construct public senior high school english teachers’ identities development
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This study investigated the role of critical incidents (CIs) to construct Public Senior High School English teachers’ identities development. The researchers examined the meanings of CIs and how these developed their identities as Public Senior High School English teachers. To gain the data, the researchers conducted Open-Form Questionnaire and Open-Ended Interview toward eight Public Senior High School English teachers in Yogyakarta. The data were collected using narrative inquiry statements which displayed respondents’ life story in constructing teachers’ identities related to their CIs. The result of this research demonstrated that there were 12 CIs which were classified into 3 major categories of CIs namely: students’ misbehavior, smart student, and self-improvement. The meanings of these CIs were; motivating teacher to be reflective teacher, empower teacher to be agentic teacher in finding solution, developing teachers’ identities, supporting teachers to have better quality of teaching, and improving teacher confidence. Those meanings of CIs gave a great role to construct Senior High School English teachers’ identity.
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Putri, A. R. D., & Kuswandono, P. (2020). The roles of critical incidents to construct public senior high school english teachers’ identities development. English Review: Journal of English Education, 9(1), 47-60. https://doi.org/10.25134/erjee.v9i1.3778
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Referensi
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Atai, M. R., & Nejadghanbar, H. (2015). Unpacking in-service EFL teachers’ critical iIncidents: The case of Iran. RELC Journal, 47(1), 97–110. https://doi.org/10.1177/0033688216631177
Bandura, A. (2010). Self-efficacy -Bandura. The Corsini Encyclopedia of Psychology, 1–3. https://doi.org/10, 9780470479216.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Best, W. J., & Kahn, V. J. (2006). Research in education. Tenth Edit. Boston: A and B Pearson.
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660830.2007.11661545
Day, C. (2018). Professional identity matters: Agency, emotions , and resilience, (1).
Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. https://doi.org/10.1016/j.system.2011.01.012
Farrell, T. S. C. (2013). Critical incident analysis through narrative reflective practice : A case study. Iranian Journal of Language Teaching Research, 1(1), 79–89.
Fraenkel, J. R., & Wallen, N. E. (1993). How To Design and Evaluative Reseach. New York: Graw-Hil Inc.
Garner, J. K., & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case. Teachers and Teaching: Theory and Practice, 25(1), 7–33. https://doi.org/10.1080/13540602.2018.1533811
Gilstrap, D. L., & Dupree, J. (2008). Assessing learning, critical reflection, and quality educational outcomes: The critical incident questionnaire. College & Research Libraries, 69(5), 407–426. https://doi.org/10.5860/0690407
Hall, J. M., & Townsend, S. D. C. (2017). Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English. Teaching and Teacher Education, 62, 1–9. https://doi.org/10.1016/j.tate.2016.10.017
Harrison, J. K., Lee, R., Harrison, J. K., & Lee, R. (2011). Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme learning conversation in an initial teacher education. Journal of Education for Teaching : International research and pedagogy, 37–41. https://doi.org/10.1080/02607476.2011.558285
Hong, J., Day, C., & Greene, B. (2018). The construction of early career teachers’ identities: coping or managing? Teacher Development, 22(2), 249–266. https://doi.org/10.1080/13664530.2017.1403367
Joshi, K. (2018). Critical incidents for teachers’ professional development. Journal of NELTA Surkhet, 5, 82–88.
Meijer, P. C., & Oosterheert, I. E. (2018). Student teachers’ identity development in relation to “teaching for creativity.” In Research on Teacher Identity (pp. 121–130). Springer.
Noddings, N. (2017). Care Ethics and Education. In N. Aloni & L. Weintrob (Eds.), Beyond Bystanders: Educational Leadership for a Humane Culture in a Globalizing Reality (pp. 183–190). Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6351-026-4_14
Richardson, P. W., & Watt, H. M. G. (2018). Teacher professional identity and career motivation : A lifespan perspective. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.). New York: Springer.
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: teachers authoring their identities. In A. Paul Schutz, J. Hong, & Dionne Cross Francis (Eds.), Research on Teacher Identity (pp. 25–36). New York: Springe
Schutz, P. A., Hong, J., & Cross Francis, D. (2018). Research on teacher identity: Mapping challenges and innovations. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity (pp. 3-9|). New York: Springer. https://doi.org/10.1007/978-3-319-93836-3
Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity (pp. 49–60). New York: Springer.
Sisson, J. H. (2016). The significance of critical incidents and voice to identity and agency. Teachers and Teaching: Theory and Practice, 22(6), 670–682. https://doi.org/10.1080/13540602.2016.1158956
Wijaya, A. R., & Kuswandono, P. (2018). Reflecting critical incident as a form of English teachers’ professional development: an Indonesian narrative inquiry research. IJEE (Indonesian Journal of English Education), 5(2), 101–118. https://doi.org/10.15408/ijee.v5i2.10923
Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: an investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S1), 76–90. https://doi.org/https://doi.org/10.1111/modl.12370
Atai, M. R., & Nejadghanbar, H. (2015). Unpacking in-service EFL teachers’ critical iIncidents: The case of Iran. RELC Journal, 47(1), 97–110. https://doi.org/10.1177/0033688216631177
Bandura, A. (2010). Self-efficacy -Bandura. The Corsini Encyclopedia of Psychology, 1–3. https://doi.org/10, 9780470479216.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Best, W. J., & Kahn, V. J. (2006). Research in education. Tenth Edit. Boston: A and B Pearson.
Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660830.2007.11661545
Day, C. (2018). Professional identity matters: Agency, emotions , and resilience, (1).
Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. https://doi.org/10.1016/j.system.2011.01.012
Farrell, T. S. C. (2013). Critical incident analysis through narrative reflective practice : A case study. Iranian Journal of Language Teaching Research, 1(1), 79–89.
Fraenkel, J. R., & Wallen, N. E. (1993). How To Design and Evaluative Reseach. New York: Graw-Hil Inc.
Garner, J. K., & Kaplan, A. (2019). A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case. Teachers and Teaching: Theory and Practice, 25(1), 7–33. https://doi.org/10.1080/13540602.2018.1533811
Gilstrap, D. L., & Dupree, J. (2008). Assessing learning, critical reflection, and quality educational outcomes: The critical incident questionnaire. College & Research Libraries, 69(5), 407–426. https://doi.org/10.5860/0690407
Hall, J. M., & Townsend, S. D. C. (2017). Using critical incidents and E-Portfolios to understand the emergent practice of Japanese student-teachers of English. Teaching and Teacher Education, 62, 1–9. https://doi.org/10.1016/j.tate.2016.10.017
Harrison, J. K., Lee, R., Harrison, J. K., & Lee, R. (2011). Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme learning conversation in an initial teacher education. Journal of Education for Teaching : International research and pedagogy, 37–41. https://doi.org/10.1080/02607476.2011.558285
Hong, J., Day, C., & Greene, B. (2018). The construction of early career teachers’ identities: coping or managing? Teacher Development, 22(2), 249–266. https://doi.org/10.1080/13664530.2017.1403367
Joshi, K. (2018). Critical incidents for teachers’ professional development. Journal of NELTA Surkhet, 5, 82–88.
Meijer, P. C., & Oosterheert, I. E. (2018). Student teachers’ identity development in relation to “teaching for creativity.” In Research on Teacher Identity (pp. 121–130). Springer.
Noddings, N. (2017). Care Ethics and Education. In N. Aloni & L. Weintrob (Eds.), Beyond Bystanders: Educational Leadership for a Humane Culture in a Globalizing Reality (pp. 183–190). Rotterdam: SensePublishers. https://doi.org/10.1007/978-94-6351-026-4_14
Richardson, P. W., & Watt, H. M. G. (2018). Teacher professional identity and career motivation : A lifespan perspective. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.). New York: Springer.
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: teachers authoring their identities. In A. Paul Schutz, J. Hong, & Dionne Cross Francis (Eds.), Research on Teacher Identity (pp. 25–36). New York: Springe
Schutz, P. A., Hong, J., & Cross Francis, D. (2018). Research on teacher identity: Mapping challenges and innovations. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity (pp. 3-9|). New York: Springer. https://doi.org/10.1007/978-3-319-93836-3
Schutz, P. A., Nichols, S. L., & Schwenke, S. (2018). Critical events, emotional episodes, and teacher attributions in the development of teacher identities. In A. Paul Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity (pp. 49–60). New York: Springer.
Sisson, J. H. (2016). The significance of critical incidents and voice to identity and agency. Teachers and Teaching: Theory and Practice, 22(6), 670–682. https://doi.org/10.1080/13540602.2016.1158956
Wijaya, A. R., & Kuswandono, P. (2018). Reflecting critical incident as a form of English teachers’ professional development: an Indonesian narrative inquiry research. IJEE (Indonesian Journal of English Education), 5(2), 101–118. https://doi.org/10.15408/ijee.v5i2.10923
Wolff, D., & De Costa, P. I. (2017). Expanding the language teacher identity landscape: an investigation of the emotions and strategies of a NNEST. The Modern Language Journal, 101(S1), 76–90. https://doi.org/https://doi.org/10.1111/modl.12370