Development of Professional Identity and Related Metacognitive Thinking Procedures of English Language Teachers Through Spontaneous Collaboration for Pedagogical Problem-Solving
Bibliographic Data
| ID | 3291792 |
|---|---|
| Authors | Inkyu Han (0000-0003-4139-4758, The Busan Metropolitan Simin Municipal Library, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 2 |
| Publication date | 2021-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211009483 |
| OpenAlex | W3153988390 |
| Language | EN |
| Citations received | 3 |
| References cited | 54 |
This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration processes of a beginning teacher (BT) and an experienced teacher (ET) of English. Based on the qualitative approach, it was revealed that the BT often referred to the ET's meanings constituting her PI, but through pedagogic experimentations and dialogic meaning negotiations, BT gradually improved her meanings/PI and related metacognitive thinking procedures as identified BT becoming more self-critical and pursuing professionalism. The ET reshaped her meanings/PI through constant monitoring and regulations, stimulated by the BT, and elaborated these and metacognitive thinking procedures by focusing on what to improve. Implications of the findings are discussed in relation to professional development
Cognition · Critical thinking · Dialogic · Mathematics education · Metacognition · Negotiation · Pedagogy · Qualitative research · Sociology · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Self-Determination Theory
Communities of Practice
Metacognition in Educational Theory and Practice
Self-Determination Theory
Loosely Coupled Systems
Identification in Organizations
Informing and transforming language teacher education pedagogy
Teacher collaboration
Instructional design models for well-structured and III-structured problem-solving learning outcomes
An Identity-Based Motivation Framework for Self-Regulation
The art of case study research
Executive Attention and Metacognitive Regulation
The Feeling of Knowing
Identity Theory
Social Identity
Paths of professional development
Collaborative teacher learning across foci of collaboration
Contexts which shape and reshape new teachers’ identities
How teachers become teacher researchers
Identity Change
Emotions and Identity Nonverification
Becoming "Black Lambs" Not "Parrots
Tesol, Teacher Identity, and the Need for “Small Story” Research
Race and the Identity of the Nonnative ESL Teacher
An integrated developmental model for studying identity content in context
Signature pedagogies in the professions
Metacognition and cognitive monitoring
Theorizing Language Teacher Identity
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |