The Role of Self-Efficacy Within the Teacher Identity Crisis of Three Student-Teachers of English from a Private University in Medellín
Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Católica Luis Amigó
Abstract
This co-constructed auto-ethnography analyzes the role of self-efficacy within our teacher identity crisis. We are three female student-teachers of a bachelor degree in English teaching from a private university of Medellín, Colombia. One of us is an in-service teacher who works at a private language center, and the two pre-service teachers developed their practicum at public schools. For our data collection techniques, we first conducted a collaborative witnessing through a semi-structured protocol for identifying our own perceptions about our self-efficacy in regards to our teaching performance. Subsequently, we aimed to gather our experiences about our teacher identity crisis and to establish the relationship between self-efficacy and teaching performance during the period of the crisis by conducting document analysis through three narratives. Lastly, we expected to contrast how the in-service teacher has experienced a teacher identity crisis in comparison to the student-teachers by using an in-depth interview following the semi-structured interview protocol. Our findings reveal that high levels of self-efficacy correspond to a stronger belief in our ability to teach effectively. Conversely, low self-efficacy leads to self-doubt and frustration, negatively affecting our teaching performance. It is also concluded that self-efficacy plays a crucial role for navigating and overcoming identity crisis. We suggest student-teachers of English to focus on emotional intelligence to better manage their teacher identity crisis with greater ease.
Description
Keywords
Self-efficacy,, Teacher identity crisis,, Teaching performance,, English teaching,, Student-teachers.
Citation
Universidad Católica Luis Amigó