The formation of professional identity and motivation to engage in telecollaboration in foreign language education

European Journal of Language Policy (2019), 11, (2), 143–165.

DOI: https://doi.org/10.3828/ejlp.2019.10
Language: English
Pages: 23

Abstract

The following article examines the potential of cross-cultural telecollaboration between (student) teachers of foreign languages to contribute to the development of their professional identity. The reported study explores the connection between (student) teachers’ conceptualisations of their professional identity and their intrinsic motivation to engage in virtual cooperation with their peers from other countries. The investigation also attempts to assess the potential advantages and challenges for the development of professional identity that (student) teachers associate with telecollaborative efforts in foreign language teacher education. The reported data were collected among 134 student teachers from Poland, the Czech Republic and Germany via pen-and-paper questionnaires including closed-ended items and semantic differential scales. The results indicate a moderate degree of intrinsic motivation to engage in cross-cultural virtual communication with peers, with minor discrepancies between participant groups on various subscales of the construct. Furthermore, the study shows partial correlations between self-reported levels of intrinsic motivation and various professional identity markers that student teachers report, as well as differing degrees of value assigned to cultural and linguistic diversity as a source of professional development. The paper discusses implications of these results for foreign language teacher education policy.

Cet article examine le potentiel de la télécollaboration interculturelle entre enseignants (en formation) de langues étrangères pour contribuer au développement de leur identité professionnelle. L’étude rapportée explore le lien entre les conceptualisations de l’identité professionnelle des enseignants et leur motivation intrinsèque à s’engager dans une coopération virtuelle avec leurs pairs d’autres pays. L’enquête tente également d’évaluer les avantages et les défis potentiels pour le développement de l’identité professionnelle que les enseignants associent aux efforts de télécollaboration dans la formation des enseignants de langues étrangères. Les données rapportées ont été collectées auprès de 134 futurs enseignants de Pologne, de République tchèque et d’Allemagne, au moyen d’un questionnaire écrit comprenant des items fermés et des échelles différentielles sémantiques. Les résultats indiquent un degré modéré de motivation intrinsèque pour s’engager dans une communication virtuelle interculturelle avec des pairs, avec des divergences mineures entre les groupes de participants dans diverses sous-échelles. En outre, l’étude montre des corrélations partielles entre les niveaux de motivation intrinsèque autodéclarés et les différents marqueurs d’identité professionnelle rapportés par les futurs enseignants, ainsi que différents degrés de valeur attribuée à la diversité culturelle et linguistique en tant que source de développement professionnel. Le document discute des implications de ces résultats pour la politique de formation des enseignants de langues étrangères.

FormatArticle

£25.00

If you have private access to this content, please log in with your username and password here

References

Amabile, T.M., DeJong, W. and Lepper, M.R. (1976) ‘Effects of Externally Imposed Deadlines on Sub-Sequent Intrinsic Motivation’, Journal of Personality and Social Psychology 34(1): 92–8. Google Scholar

Beacco, J-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F. and Panthier, J. (2016) Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education. Second edition. Strasbourg: Council of Europe. Google Scholar

Bell, B. and Gilbert, J. (1994) ‘Teacher Development as Professional, Personal and Social Development’, Teaching and Teacher Education 10(5): 483–97. Google Scholar

Belz, J.A. and Thorne, S.L. (2006) Internet-Mediated Intercultural Foreign Language Education. Boston: Heinle & Heinle. Google Scholar

Blell, G. (2013) ‘Diversity Education im Fremdsprachenunterricht’, in K. Hauenschild, S. Robak and I. Sievers (eds), Diversity Education. Zugänge – Perspektiven – Beispiele. Frankfurt: Brandes & Apel, 228–40. Google Scholar

Bloemert, J., Jansen, E. and van de Grift, W. (2016) ‘Exploring EFL Literature Approaches in Dutch Secondary Education’, Language, Culture and Curriculum 29(2): 169–88. Google Scholar

Byram, M. (1997) Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. Google Scholar

Clarke, D.J. and Hollingsworth, H. (1994) ‘Reconceptualising Teacher Change’, in G. Bell, B. Wright, N. Leeson, and J. Geake (eds), Challenges in Mathematics Education: Constraints on Construction. Vol. 1. Proceedings of the 17th Annual Conference of The Mathematics Education Research Group of Australasia. Lismore, NSW: Southern Cross University, 153–64. Google Scholar

Clément, R., Dörnyei, Z. and Noels, K.A. (1994) ‘Motivation, Self-Confidence and Group Cohesion in the Foreign Language Classroom’, Language Learning 44(3): 417–48. Google Scholar

Coldron, J. and Smith, R. (1999) ‘Active Location in Teachers’ Construction of Their Professional Identities’, Journal of Curriculum Studies 31(6):711–26. Google Scholar

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Google Scholar

Czura, A. (2016) ‘Major Field of Study and Student Teachers’ Views on Intercultural Communicative Competence’, Language and Intercultural Communication 16(1): 83–98. Google Scholar

Day, C. and Sachs, J. (2004) International Handbook on the Continuing Professional Development of Teachers. Maidenhead: Open University Press. Google Scholar

Deci, E.L., Betley, G., Kahle, J., Abrams, L. and Porac, J. (1981) ‘When Trying to Win: Competition and Intrinsic Motivation’, Personality and Social Psychology Bulletin 7(1): 79–83. Google Scholar

Deci, E.L., Eghrari, H., Patrick, B.C. and Leone, D.R. (1994) ‘Facilitating Internalization: the Self-Determination Theory Perspective’, Journal of Personality 62(1): 119–42. Google Scholar

Deci, E.L. and Ryan, R.M. (1985) ‘The General Causality Orientations Scale: Self-Determination in Personality’, Journal of Research in Personality 19(2): 109–34. Google Scholar

Deci, E.L. and Ryan, R.M. (2002) ‘The Paradox of Achievement: the Harder You Push, the Worse It Gets’, in J. Aronson (ed.), Improving Academic Achievement: Impact of Psychological Factors on Education. San Diego: Academic Press, 61–87. Google Scholar

De Florio Hansen, I. (2011) Towards Multilingualism and the Inclusion of Cultural Diversity. Kassel: Kassel University Press. Google Scholar

Dörnyei, Z. and Ushioda, E. (2011) Teaching and Researching Motivation. Applied Linguistics in Action Series. Harlow: Longman. Google Scholar

European Commission (2012) First European Survey on Language Competences. Executive summary. European Commission. Available at: http://www.surveylang.org/media/ExecutivesummaryoftheESLC_210612.pdf (accessed 10 February 2019). Google Scholar

European Commission (2016a) Education and Training Monitor 2016. Brussels: Directorate-General for Education and Culture. Google Scholar

European Commission (2016b) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. A New Skills Agenda for Europe. Available at: https://ec.europa.eu/transparency/regdoc/rep/1/2016/EN/1–2016–381-EN-F1–1.PDF (accessed 27 February 2019). Google Scholar

Evaluate (n.d. a) ‘Virtual Exchange and 21st Century Teacher Education’. Evaluate Project. Available at: https://www.evaluateproject.eu/evlt-data/uploads/2018/09/EVALUATE_Findings_Report.pdf (accessed 20 December 2018). Google Scholar

Evaluate (n.d. b) ‘’Virtual Exchange and Initial Teacher Education: Findings of the EVALUATE European Policy Experiment’. Evaluate Project. Available at: https://www.evaluateproject.eu/evlt-data/uploads/2019/02/EXECUTIVE-SUMMARY_Euro_Parl.pdf. (accessed 20 February 2019). Google Scholar

Fuchs, C., Hauck, M. and Müller-Hartmann, A. (2012) ‘Promoting Learner Autonomy through Multiliteracy Skills Development in Cross-Institutional Exchanges’, Language Learning & Technology 16(3): 82–102. Google Scholar

Fullan, M. and Stiegelbauer, S. (1991) The New Meaning of Education. New York: Teachers College Press. Google Scholar

Guichon, N. and Hauck, M. (2011) ‘Teacher Education Research in CALL and CMC: More in Demand Than Ever’, ReCALL 23(3): 187–99. Google Scholar

Guskey, T.R. (1986) ‘Staff Development and the Process of Teacher Change’, Educational Researcher 15(5): 5–12. Google Scholar

Guth, S. and Helm, F. (2010) Telecollaboration 2.0, Language, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang. Google Scholar

Hal, G.E. and Loucks, S.F. (1977) A Longitudinal Investigation of Individual Implementation of Educational Innovations. Research and Development Center for Teacher Education, University of Texas. Google Scholar

Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M. and Zeichner, K. (2005) ‘How Teachers Learn and Develop’, in L. Darling-Hammond and J. Bransford (eds), Preparing Teachers for a Changing World. What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass, 358–89. Google Scholar

Helm. F. (2015) ‘The Practices and Challenges of Telecollaboration in Higher Education in Europe’, Language Learning & Technology 19(2): 197–217. Google Scholar

Johnson, K. (1996) Language Teaching and Skill Learning. Oxford: Blackwell. Google Scholar

Little, D. (1995) ‘Learning As a Dialogue: the Dependence of Learner Autonomy on Teacher Autonomy’, System 23(2): 175–82. Google Scholar

Maclure, M. (1993) ‘Arguing for Your Self: Identity As an Organising Principle in Teachers’ Jobs and Lives’, British Educational Research Journal 19(4): 311–22. Google Scholar

Müller-Hartmann, A. and O’Dowd, R. (n.d.) A Training Manual on Telecollaboration for Teacher Trainers. Available at: https://www.evaluateproject.eu/evlt-data/uploads/2018/07/Training-Manual_Final_EVALUATE.pdf (accessed 13 January 2019). Google Scholar

O’Dowd, R. (2015) ‘Supporting in-Service Language Educators in Learning to Telecollaborate’, Language Learning & Technology 19(1): 64–83. Google Scholar

O’Dowd, R. (2017) ‘Exploring the Impact of Telecollaboration in Initial Teacher Education: the EVALUATE Project’, The EUROCALL Review 25(2): 38–41. Google Scholar

O’Dowd, R. and Waire, P. (2009) ‘Critical Issues in Telecollaborative Task Design’, Computer Assisted Language Learning 22(2): 173—88. Google Scholar

OECD (2014) TALIS 2013 Results: An International Perspective on Teaching and Learning, Paris: OECD Publishing. Google Scholar

OECD (2016) PISA 2015 Results (Volume 1): Excellence and Equity in Education. PISA. Paris: OECD Publishing. Google Scholar

PPMI (Public Policy and Management Institute/European Commission) (2017) Preparing Teachers for Diversity: the Role of Initial Teacher Education. Final Report to DG Education, Youth, Sport and Culture of the European Commission. Brussels: European Commission. Google Scholar

Rodgers, C.R. and Scott, K.H. (2008) ‘The Development of the Personal Self and Professional Identity in Learning to Teach’, in M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre and K.E. Demers (eds), Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts. New York: Routledge, 732–56. Google Scholar

Ryan, R.M. (1982) ‘Control and Information in the Intrapersonal Sphere: an Extension of Cognitive Evaluation Theory’, Journal of Personality and Social Psychology 43(2): 450–61. Google Scholar

Ryan, R.M. and Deci, E.L. (2000) ‘Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions’, Contemporary Educational Psychology 25: 54–67. Google Scholar

Ryan, R.M., Koestner, R. and Deci, E.L. (1991) ‘Varied Forms of Persistence: When Free-Choice Behavior Is Not Intrinsically Motivated’, Motivation and Emotion, 15(3): 185–205. Google Scholar

Ryan, R.M. and Stiller, J. (1991) ‘The Social Contexts of Internalization: Parent and Teacher Influences on Autonomy, Motivation and Learning’, in P.R. Pintrich and M.L. Maehr (eds), Advances in Motivation and Achievement. Vol. 7. Greenwich, CT: JAI Press, 115–49. Google Scholar

Sachs, J. (2005) ‘Teacher Education and the Development of Professional Identity: Learning to Be a Teacher’, in P. Denicolo and M. Kompf (eds), Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. Oxford: Routledge, 5–21. Google Scholar

Sercu, L. (2006) ‘The Foreign Language and Intercultural Competence Teacher: the Acquisition of a New Professional Identity’, Intercultural Education 17(1): 55–72. Google Scholar

Sercu, L. and St John, O. (2007) ‘Teacher Beliefs and Their Impact on Teaching Practice: a Literature Review’, in M. Jiménez Raya and L. Sercu (eds), Challenges in Teacher Development: Learner Autonomy and Intercultural Competence. New York: Peter Lang, 41–64. Google Scholar

Smith, W.E. (1975) ‘The Effect of Anticipated vs Unanticipated Social Reward on Subsequent Intrinsic Motivation’. Phd thesis, unpublished. Ithaca, NY: Cornell University. Google Scholar

Stoll, L., Harris, A. and Handscomb, G. (2012) Great Professional Development Which Leads to Great Pedagogy: Nine Claims from Research. Nottingham: National College for School Leadership. Google Scholar

Tsigilis, N. and Theodosiou, A. (2003) ‘Temporal Stability of the Intrinsic Motivation Inventory’, Perceptual and Motor Skills 97(1): 271–80. Google Scholar

Tyack, D. and Tobin, W. (1994) ‘The “Grammar” of Schooling: Why Has it Been so Hard to Change?’, American Educational Research Journal 31(3): 453–79. Google Scholar

Vallerand, R.J. (1997) ‘Toward a Hierarchical Model of Intrinsic and Extrinsic Motivation’, Advances in Experimental Social Psychology 29: 271–360. Google Scholar

Vallerand, R.J. and Ratelle, C.F. (2002) ‘Intrinsic and Extrinsic Motivation: a Hierarchical Model’, in E.L. Deci and R.M. Ryan (eds), Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press, 37–64. Google Scholar

Winograd, K. (2003) ‘The Functions of Teacher Emotion: the Good, the Bad, and the Ugly’, Teachers College Record 105(9): 1641–73. Google Scholar

If you have private access to this content, please log in with your username and password here

Details

Author details

Pfingsthorn, Joanna

Kramer, Christian

Czura, Anna

Stefl, Martin

European Journal of Language Policy