10.30495/jntell.2023.702871

An Investigation on EFL Teachers’Defining their Possible Selves in theFuture: Teaching Experience in Focus

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  • Leila Amanati1,
  • Davud Kuhi*2,
  • Mahnaz saeidi1,
  1. Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
  2. Department of English Language, Maragheh Branch, Islamic Azad University, Maragheh, Iran

Revised: 2023-05-26

Accepted: 2023-07-16

Published in Issue 2023-09-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Amanati, L., Kuhi, D., & saeidi, M. (2023). An Investigation on EFL Teachers’Defining their Possible Selves in theFuture: Teaching Experience in Focus. Journal of New Trends in English Language Learning (JNTELL), 2(3), 35-46. https://doi.org/10.30495/jntell.2023.702871
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Abstract

Possible selves of teachers are not formed overnight, but it is a continuous process on which different factors such as teaching
experience may have a significant impact. This study aimed at investigating EFL teachers’ defining their possible selves in the
future with a focus on their teaching experience. In so doing, a survey design was used. The target population of the study
included all male and female EFL teachers teaching at public high schools of Iran. From the population, a total number of 180
(90 males and 90 females) English language teachers from high schools (N=90) in North West area of Iran participated in the
study through available sampling. To collect the data, the Expected Self-goals Questionnaire, and The Selves I Fear
Questionnaire were used. To analyze the collected data, descriptive statistics and MANOVA were run. The results showed that
prospective teachers of public schools feared that they seem uninspired and were more task-focused than quality-focused; new
teachers feared that they cannot control classes and were more task-focused than quality-focused; and experienced teachers of
public schools sought to reach professional development and were more quality-focused than task-focused. Further, it was shown
that three categories of teachers’ expected selves were significantly different. Moreover, three categories of teachers’ expected
selves were different significantly concerning both expected quality-focused and expected task-oriented dimensions. More
specifically, prospective teachers reported lower levels of expected professionalism and higher levels of expected learning to
teach than the two other categories of teachers. The results of the current study may shed light on our knowledge of EFL teachers’
possible selves as well as the effect of teaching experience on the construction/reconstruction of EFL teachers’ possible selves

Keywords

  • Identity,
  • Possible selves,
  • Professional Identity,
  • Teaching Experience
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