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can increase the collaborative performance during class operation. Also, positive teacher-student relationships developed by active interaction with students may help English teachers to obtain deeper understanding to their learning needs and
individualistic struggles. Next, having positive relationships between teacher colleagues can benefit teachers’ professional performance in teaching and pedagogical collaboration.
With positive relationships with other teacher colleagues, a suitable pedagogy was wished by the participant to come up collaboratively so that students in School D can be interested and more willing to learn English. At last, establishing a cross-contextual community for English teachers to share their pedagogy and discuss their contextual difficulties may help pre-service and in-service teachers to gain pedagogical, mental, and relational supports.
Limitations of the Study
Two limitations are indicated as follows. First, the researcher’s observations were only limited to one school context. More cases having such experience are needed to be investigated fot having a broader understanding. Second, findings of this study related to the participant’s teaching experience and interpersonal interaction including in Schools A, B, and C, are her self-reports, which may not reflect the reality. Thus, conducting
interviews and observations with those individual involved in the reported events in Schools A-D may be useful to gain authentic data.
Suggestions for Further Research
This study has revealed the professional identity shifts in terms of the participant’s interaction with individuals among each context. However, the understanding of such identity shifts from workplace interaction must be enriched. More perspectives from other individuals involved are necessary. Also, novice English teachers may be likely to experience negative workplace treatment, which may suggest the lack of awareness training in formal training programs. Thus, it is hoped that more research efforts can be
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devoted to obtain a comparative and deeper understanding to the content of formal English teacher training.
Conclusion
Under the effect of globalization, more English teachers have been capable of teaching cross border. However, the shift of their professional identity that underlies their experience has not been explored deeply enough. The current study revealed that the shift of one English teacher’s identities is associated with her positioning from her own
perspectives and from her interaction with the individuals involved in different schools.
Whereas insufficient, indirect interaction or hierarchical mistreatment may emerge negative identity, English teachers’ professional identity may be enhanced by having positive interpersonal relationships if given rich, direct, fair access to voice their opinions, if authorized more time to collaborate with each other, and if supported with positive feedback from individuals involved. We wish that this study has presented an insight into the ongoing development of English teachers’ professional identity among the shift of contexts and to help researchers, educational policy makers, and trainers of formal English training programs to better understand, and support the needs of in-service and pre-service English teachers.
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