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Gaps too large: Four novice EFL teachers' self-concept and motivation
ARTICLE

TATE Volume 33, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study employed possible selves theory (Markus & Nurius, 1986) to conduct an interpretive inquiry into the teaching motivation of four novice secondary school EFL teachers in Japan. The narrative analysis of the interview data revealed that the conflicts between the young teachers' different possible selves negatively affected their motivation in their early days of teaching. However, such conflicts gradually induced self-reflection in the minds of the novices, which eventually helped them reshape their self-concepts and regain their motivation. The author concludes by suggesting to related parties some measures to assist novice teachers' entry into secondary school teaching.

Citation

Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers' self-concept and motivation. Teaching and Teacher Education: An International Journal of Research and Studies, 33(1), 45-55. Elsevier Ltd. Retrieved October 22, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.02.005

Keywords