Transformative Experiences of EFL Lecturers' Professional Identity in Online Education

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  • Author(s): Celebi, Ezgi (ORCID Celebi, Ezgi (ORCID 0000-0001-8529-1676); Eraldemir-Tuyan, Seden (ORCID Eraldemir-Tuyan, Seden (ORCID 0000-0002-7631-3324)
  • Language:
    English
  • Source:
    European Journal of Educational Research. 2022 11(2):795-804.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: [email protected]; Web site: https://www.eu-jer.com/
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Professional Identity; Online Courses; Language Teachers; English (Second Language); Second Language Learning; Teacher Attitudes; Teaching Methods; Educational Change; Pandemics; COVID-19; State Universities; Foreign Countries; Attitude Change; Action Research; Faculty Development; Technological Literacy; Pedagogical Content Knowledge
    • Subject Terms:
      Turkey
    • ISSN:
      2165-8714
    • Abstract:
      English teachers had to retrain and build a new normal in order to prepare for an online classroom while keeping their teaching pedagogy and professional identity as a result of the sudden changes brought by the Coronavirus disease (COVID-19) pandemic in education. In this study, the effect of English teachers' professional identity transformations, attitudes toward online teaching was explored. The study's sample comprises 130 English as a foreign language (EFL) lecturers from a state and a foundation university in Turkey. The research data was gathered from a questionnaire, the Teacher Professional Identity scale, and a semi-structured interview with 12 volunteers. Qualitative data collected via semi-structured interviews were apportioned into pattern coding and analyzed through content analysis. EFL lecturers did not appear to be properly prepared for their online pedagogical and technological difficulties, which had a deeply corrosive effect on teachers' professional identities as they shift away from face-to-face education. The results showed that participants who were educated on EduTech during their undergraduate education or as professional development affected their perceptions of professional identity throughout the transition to online language teaching. Future studies can broaden the field of study by making use of exploratory action research, awareness of the teaching community, and continued professional development.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1341578