A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community
DOI:
https://doi.org/10.32332/joelt.v11i2.8076Keywords:
professional development, identity development, grounded theory, blended learningAbstract
This study aims to explore engagement that shows evidence of the professional development of Indonesian English language teacher educators converging in a blended learning community pseudonymously called the PL community. Further, the study seeks to explore how professional identities, which are also part of the professional development of teachers and teacher educators, are negotiated and claimed. The data was collected through (1) participant observation (participation in Facebook discussions), (2) interviews, and (3) documents (e.g., Facebook interactions/dialogs, workshop materials, or published papers). Grounded theory was used to analyze the data and to theorize emerging themes. Here, three layers of coding (open, axial, and selective) were done. Data analysis suggests that, by actively interacting in the PL community, members experience professional development activities, particularly in teaching, research, and publication. How professional identities were negotiated and claimed was also discussed.
References
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Collopy, R. M., & Arnold, J. M. (2009). To blend or not to blend: Online and blended learning environment in undergraduate teacher education. Issues in Teacher Education, 18(2), 85-101.
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Jacoby, S., & Ochs, E. (1995). Co-construction: An introduction. Research on Language and Social Interaction 28(3), 171-183.
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Language Journal, 99(3), 515–528. https://doi.org/10.1111/modl.12242
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perspective on cultivating teachers’ professional development. Routledge.
Jorgensen, M. F., & Duncan, K. (2015). A grounded theory of master’s-level counselor Research identity. Counselor Education and Supervision, 54(1), 17–31. https://doi.org/10.1002/j.1556-6978.2015.00067.x
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Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Account of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. http://dx.doi.org/10.1016/j.tate.2015.11.007
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: An investigation of classroom community accros media. Contemporary Issues in Technology and Teacher Education, 8(2), 158-174.
Menggo, S., & Darong, H. C. (2022). Blended learning in ESL/EFL class. LLT Journal: A Journal on Language and Language Teaching, 25(1), 132–148. https://doi.org/10.24071/llt.v25i1.4159
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http://jogltep.com/wp-content/uploads/2021/02/71_9_MokkoPawan_final.pdf
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best practice. Cambridge University Press. https://www.cambridge.org/elt/blog/wp-
content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf
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http://dx.doi.org/10.1080/13664530.2013.813757
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Aritonang, M. (2016). Investigating Indonesian teachers’ experience, motivation, and confidence in English-medium content teaching through a professional development blended learning environment [Doctoral dissertation, University of Waikato, Hamilton, New Zealand]. https://hdl.handle.net/10289/10250
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Backman, K., & Kyngas, H. A. (1999). Challenges of the grounded theory approach to a novice researcher. Nursing and Health Sciences, 1, 147-153.
https://doi.org/10.1046/j.1442-2018.1999.00019.x
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
Bloemer, W., & Swan, K. (2014). Investigating informal blending at the University of Illinois Springfield. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives (Vol. II, pp. 53-69). Routledge.
Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25(4), 3049–3069. https://doi.org/10.1007/s10639-020-10100-y
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis (1st ed.). SAGE Publications.
Charmaz, K. (2012). The power and potential of grounded theory. Medical Sociology Online, 6(3), 2-15.
Charmaz, K. (2016). The power of constructivist grounded theory for critical inquiry. Qualitative Inquiry, 23(1), 34–45. https://doi.org/10.1177/1077800416657105
Cho, H. (2016). Under co-construction: An online community of practice for bilingual pre-service teachers. Computers & Education, 92-93, 76-89. http://dx.doi.org/10.1016/j.compedu.2015.10.008
Collopy, R. M., & Arnold, J. M. (2009). To blend or not to blend: Online and blended learning environment in undergraduate teacher education. Issues in Teacher Education, 18(2), 85-101.
Cook, C. (2011). Email interviewing: generating data with a vulnerable population. Journal of Advanced Nursing, 68(6), 1330–1339. https://doi.org/10.1111/j.1365-2648.2011.05843.x
Crandall, J. & Christison. (2016). An overview of research in English language teacher education and professional development. In J. Crandall and M. Christison (Eds.), Teacher education and professional development in TESOL (pp. 4-34).Routledge.
Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute
Davey, R. (2013). The professional identity of teacher educators: Career on the cusp?. Routledge.
Elsheikh, A. (2016). Teacher education and development of teacher identity. In J. Crandall and M. Christison (Eds.), Teacher education and professional development in TESOL (pp. 37-52). Routledge.
Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. https://doi.org/10.1086/231294
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Review Research, 10, 45-65. http://dx.doi.org/10.1016/j.edurev.2013.05.001
Evans, J., Yip, H., Chan, K., Armatas, C., & Tse, A. (2019). Blended learning in higher education: professional development in a Hong Kong university. Higher Education Research and Development, 39(4), 643–656. https://doi.org/10.1080/07294360.2019.1685943
Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K. (2022). Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence. Education and Information Technologies, 27(6), 7599–7628. https://doi.org/10.1007/s10639-022-10928-6
Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory & Practice, 12(1), 438-442.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk, & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3-21). Pfeiffer.
Hollins-Alexander, S. (2013). Online professional development through virtual learning communities. Corwin.
Hou, H. (2015). What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning. Teaching and Teacher Education, 46, 6-16. http://dx.doi.org/10.1016/j.tate.2014.10.005
Jacoby, S., & Gonzales, P. (1991). The constitution of expert-novice in scientific discourse. Issues in Applied Linguistics 2(2), 149-181.
Jacoby, S., & Ochs, E. (1995). Co-construction: An introduction. Research on Language and Social Interaction 28(3), 171-183.
Johnson, K. E. (2015). Reclaiming the Relevance of L2 Teacher Education. The Modern
Language Journal, 99(3), 515–528. https://doi.org/10.1111/modl.12242
Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research second language teacher education: A sociocultural perspective on professional development. Routledge.
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural
perspective on cultivating teachers’ professional development. Routledge.
Jorgensen, M. F., & Duncan, K. (2015). A grounded theory of master’s-level counselor Research identity. Counselor Education and Supervision, 54(1), 17–31. https://doi.org/10.1002/j.1556-6978.2015.00067.x
Kayi-Aydar, H. (2017). A language teacher’s agency in the development of her professional identities: A narrative case study. Journal of Latinos and Education, 18(1), 4–18. https://doi.org/10.1080/15348431.2017.1406360
Krathwohl, D. R. (2009). Methods of educational and social science research: The logic of methods (3rd ed.). Waveland Press, Inc.
Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Account of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. http://dx.doi.org/10.1016/j.tate.2015.11.007
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: An investigation of classroom community accros media. Contemporary Issues in Technology and Teacher Education, 8(2), 158-174.
Menggo, S., & Darong, H. C. (2022). Blended learning in ESL/EFL class. LLT Journal: A Journal on Language and Language Teaching, 25(1), 132–148. https://doi.org/10.24071/llt.v25i1.4159
Mokko, M., & Pawan, F. (2021). Working Toward a Reconceptualization of Effective TESOL Teachers’ Professional Development Through “Personal Learning Networks.” Journal of Global Literacies, Technologies, and Emerging Pedagogies, 7(1), 1335–1349.
http://jogltep.com/wp-content/uploads/2021/02/71_9_MokkoPawan_final.pdf
Mullapudi, M., & Tadiparthi, H. P. (2012). Empirically Designed Framework for Junior Software Product Managers (unpublished Master’s thesis). Blekinge Institute of Technology, Sweden.
Pawan, F., Fan, W., & Pei , M. (2017). Teacher training and professional development of
Chinese English language teachers: Changing from fish to dragon. Routledge.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
Philipsen, B. (2019). A Professional Development Process Model for Online and Blended Learning: Introducing Digital Capital. Contemporary Issues in Technology and Teacher Education, 19(4), 850-867
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury.
Richards, J.C., and Farrell, T.S.C. 2005. Professional development for language teachers: Strategies for teacher learning. Cambridge University Press
Richardson, S., & Maggioli, G. D. (2018). Effective professional development: Principles and
best practice. Cambridge University Press. https://www.cambridge.org/elt/blog/wp-
content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf
Pishghadam, R., Golzar, J., & Miri, M. A. (2022). A new conceptual framework for teacher identity development. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876395
Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318-327. http://dx.doi.org/10.1016/j.tate.2016.01.022
Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9), e08053. https://doi.org/10.1016/j.heliyon.2021.e08053
Schutz, P. A., Francis, D. C., & Hong, J. (2018). Research on Teacher Identity: Introduction to mapping Challenges and Innovations. In Springer eBooks (pp. 3–9). https://doi.org/10.1007/978-3-319-93836-3_1
Servage, L. (2009). Who is the “professional” in a professional learning community? An exploration of teacher professionalism in collaborative professional development settings. Canadian Journal of Education, 32(1), 149-171.
Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis, and grounded theory. Qualitative Health Research, 17(10), 1372-1380. https://doi.org/10.1177/1049732307307031
Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346-355. http://dx.doi.org/10.1016/j.tate.2017.01.010
Toom, A., Pyhältö, K., & O’Connell Rust, F. (2015). Teachers’ professional agency in contradictory times. Teachers and Teaching: Theory and Practice, 21(6), 615-623. doi:https://doi.org/10.1080/13540602.2015.1044334
Trent, J. (2010). From rigid dichotomy to measured contingency. Hong Kong preservice teachers’ discursive construction of identity. Teaching and Teacher Education, 26, 906-913.
Trent, J. G. (2017a). Discourse, agency and teacher attrition: exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84–105. https://doi.org/10.1080/02671522.2016.1144215
Trent, J., & Lim, J. (2010). Teacher identity construction in school-university partnerships: Discourse and practice. Teaching and Teacher Education, 26, 1609-1618.
Tseng, F.-C., & Kuo, F.-Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37-47.
Tsui, A. (2007) Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher. TESOL Quarterly, 41, 657-680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Vaughan, N., LeBlanc, A., Zimmer, J., Naested, I., Nickel, J., Sikora, S., . . . O’Connor, K. (2014). To be or not to be: Student and faculty perceptions of engagement in a blended bachelor of education program. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives (Vol. II, pp. 104-121). Routledge.
Vickers, C. H. (2010). Language competence and the construction of expert–novice in NS–NNS interaction. Journal of Pragmatics, 42(1), 116–138. https://doi.org/10.1016/j.pragma.2009.05.010
Voegele, J. D. (2014). Student perspectives on blended learning through the lens of social, teaching, and cognitive presence. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), Blended learning: Research perspectives (Vol. II, pp. 93-103). Routledge.
Wenger, E. (1998a). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
Wenger, E. (1998b). Communities of practice: Learning as a social system. The Systems Thinker, V9N5.cover.4
Widodo, A., & Riandi. (2013). Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia. Teacher Development, 17(3), 380-392.
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2023-12-24
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