Year 2020, Volume 8 , Issue 4, Pages 1427 - 1438 2020-12-15

Empowering of the teacher’s identity crisis for supporting quality young gifted education

Imam MUSLİMİN [1]


To support good education for young gifted children, needed teachers who have a strong character, in ‎terms of principles, professionalism, and identity. If the teachers who teach these gifted children have ‎weak characters, either because of internal or external factors, then the resulting education is not ‎optimal. One of the important factors that must be considered is the teacher's identity. The topic of ‎empowering teacher's identity in young gifted education has less attention from researchers even ‎though this theme is essential to study. This study aims to determine the problems faced by private ‎school teachers in young gifted education, how it impacts their professional identity crisis, and what ‎strategies proposed to strengthen their identity crisis? Research conducted a qualitative approach. Data ‎were collected through open questionaries distributed to 45 teachers. After data analyzed qualitatively, ‎the researcher goes to choosing 16 teachers involved in the Focus Discussion Group (FGD) for ‎deepening the theme and data validity. This study revealed that teachers of private elementary schools ‎face many problems, which in turn losing their teacher's professional identity. Three types of teachers ‎concerning identity crisis were founded. Most of them vulnerable to change their teacher's professional ‎identity. Strategies to empower their identity crisis as professional teachers proposed.‎
young gifted education, teacher’s empowerment, teachers identity
  • Abbott, R. L. (2000). Yourdictionary. Com. Electronic Resources Review. ‎https://www.yourdictionary.com/‎
  • Ardyani, A. (2014). Analisis faktor-faktor yang mempengaruhi minat mahasiswa menjadi guru ‎Akuntansi pada mahasiswa prodi pendidikan akuntansi angkatan 2010
  • Universitas Negeri ‎Semarang. Economic Education Analysis Journal, 3(2). ‎https://journal.unnes.ac.id/sju/index.php/eeaj/article/view/3861‎
  • Aust, R., & Padmanabhan, S. (1994). Empowering Teachers with Technology: An Agenda for Research and ‎Development. https://eric.ed.gov/?id=ED373700‎
  • Barbosa, A. (2014). Salários Docentes, Financiamento e Qualidade da Educação no Brasil. Educação & ‎Realidade, 39(2). https://doi.org/10.1590/S2175-62362014000200009‎
  • Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and ‎Teaching, 25(1), 1–6. https://doi.org/10.1080/13540602.2019.1542871‎
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018a). Why become a teacher? Student ‎teachers’ perceptions of the teaching profession and motives for career choice. European Journal ‎of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784‎
  • Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018b). Why become a teacher? Student ‎teachers’ perceptions of the teaching profession and motives for career choice. European Journal ‎of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784‎
  • Bolívar, A., Domingo, J., & Pérez-García, P. (2014). Crisis and Reconstruction of Teachers’ ‎Professional Identity: The Case of Secondary School Teachers in Spain. The Open Sports Sciences ‎Journal, 7(1), 106–112. https://doi.org/10.2174/1875399X01407010106‎
  • Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Education ‎Journal, 8(2), 337–347.‎
  • Ciuciu, J., & Robertson, N. (2019). That’s What You Want to do as a Teacher, Make a Difference, Let ‎the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an ‎Early Childhood Teacher. Australian Journal of Teacher Education, 44(11), 78–91.‎
  • Cohen, J. L. (2008). That’s not treating you as a professional”: Teachers constructing complex ‎professional identities through talk. Teachers and Teaching: Theory and Practice, 14(2), 79–93.‎
  • Creswel, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. University of ‎Nebraska-Lincoln. ‎https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2C5&q=Creswel%2C+J.+W.‎
  • Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and ‎Teacher Education, 17(4), 403–415. https://doi.org/10.1016/S0742-051X(01)00003-8‎
  • Dempster, N., Townsend, T., Johnson, G., Bayetto, A., Lovett, S., & Stevens, E. (2017). Professional ‎learning for both leaders and teachers. In Leadership and Literacy. Springer, Cham, 97–108.‎
  • Dictionary, C. (2008). Cambridge advanced learner’s dictionary. Klett Ernst Verlag GmbH.‎
  • Fajardo Castaneda, J. A. (2011). Teacher identity construction: Exploring the nature of becoming a primary school ‎language teacher [PhD Thesis, Newcastle University]. ‎https://s3.amazonaws.com/academia.edu.documents/54698107/teacher_identity_thesis.pdf
  • Foster, G. (2013). A win-win solution: The empirical evidence on school choice. Friedman Foundation for ‎Educational Choice. https://eric.ed.gov/?id=ED543112‎
  • Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the ‎student teacher. English Education, 34(4), 258–280.‎
  • Gee, J. P. (2001). Education identity as an analytic lens for research. Rev. Res. Education, 25, 99–125. ‎https://doi.org/10.3102/0091732X025001099‎
  • Gibbs, G. R. (2007). Thematic coding and categorizing." Analyzing qualitative data. London: Sage, 38–56. ‎https://dx.doi.org/10.4135/9781849208574.n4‎
  • Gomes, C. A., Palazzo, J., Universidade Católica de Brasília, Brasil, & Universidade Católica de Brasília, ‎Brasil. (2017). Teaching career’s attraction and rejection factors: Analysis of students and ‎graduates perceptions in teacher education programs. Ensaio: Avaliação e Políticas Públicas Em ‎Educação, 25(94), 90–113. https://doi.org/10.1590/s0104-40362017000100004‎
  • Hamid, A. (2017). Guru Profesional. Al-Falah: Jurnal Ilmiah Keislaman Dan Kemasyarakatan, 17(2), 274–285.‎
  • Herbert, J. (2012). Delivering the promise: Empowering teachers to empower students. Aboriginal and ‎Torres Strait Islander Education: An Introduction for the Teaching Profession, 35–50.‎
  • Hoffmann, R., Zhang, C., Ling, X., Zettlemoyer, L., & Weld, D. S. (2011). Knowledge-based weak ‎supervision for information extraction of overlapping relations. Proceedings of the 49th Annual ‎Meeting of the Association for Computational Linguistics: Human Language Technologies-Volume 1, 541–550. ‎https://dl.acm.org/doi/10.5555/2002472.2002541‎
  • Huberman, M., & Miles, M. B. (2002). The qualitative researcher’s companion. Sage. ‎https://us.sagepub.com/en-us/nam/the-qualitative-researchers-companion/book7103‎
  • Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational ‎Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614‎
  • Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311(7000), 299–302. ‎https://doi.org/10.1136/bmj.311.7000.299‎
  • Lambirth, A., Cabral, A., Mcdonald, R., Philpott, C., Brett, A., & Magaji, A. (2019). Teacher-led ‎professional development through a model of action research, collaboration and facilitation. ‎Professional Development in Education, 1–19. https://doi.org/10.1080/19415257.2019.1685565‎
  • Lawal, R. A. (2011). I’ve not got a job sir; I’m only teaching: Dynamics of teacher identity in an era of ‎globalization. Secretary,“Africa-Asia University Dialogue for Educational Development” Network ‎Director/Professor, Center for the Study of International Cooperation in Education (CICE) Heroshima ‎University. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.871.3295‎
  • Lortie, D. C. (2002). Schoolteacher. The Univercity of Chicago Press, 2nd. Ed.‎
  • Mason, J. (2002). Qualitative Research. Sage, 234.‎
  • Mcdougall, J. (2010). A crisis of professional identity: How primary teachers are coming to terms with ‎changing views of literacy. Teaching and Teacher Education - TEACH TEACH EDUC, 26, 679–‎‎687. https://doi.org/10.1016/j.tate.2009.10.003‎
  • Mette, I. M., Range, B. G., Anderson, J., Hvidston, D. J., Nieuwenhuizen, L., & Doty, J. (2017). The ‎wicked problem of the intersection between supervision and evaluation. International Electronic ‎Journal of Elementary Education, 9(3), 709–724.‎
  • Miller, J. (2008). Teacher Identity: The Cambridge to Second Language Teacher Education. Cambridge University ‎Press.‎
  • Msila, V. (2013). Instructional leadership: Empowering teachers through critical reflection and journal ‎writing. Journal of Social Sciences, 35(2), 81–88. https://doi.org/10.1080/09718923.2013.11893149‎
  • Ortiz, A. M., Sriraman, V., & Smith, S. (2018). Transformative stem teacher education supporting ‎teacher identity developemnt through ‎design and making. Journal Of The World Federation Of ‎Associations For Teacher Education, 2(3a), 69.‎
  • Pop, M. M., & Turner, J. E. (2009). To Be or Not to Be … a Teacher? Exploring Levels of ‎Commitment Related to Perceptions of Teaching among Students Enrolled in Al Teacher ‎Education Program. Teachers and Teaching: Theory and Practice, 15(6), 683–700. ‎https://doi.org/10.1080/13540600903357017.‎
  • Rahadian, D. (2018). Peran dan Kedudukan Guru dalam Masyarakat. JURNAL PETIK, 1, 26. ‎https://doi.org/10.31980/jpetik.v1i1.56‎
  • Saat, S. (2014). Guru: Status dan kedudukannya di sekolah dan dalam masyarakat. AULADUNA: Jurnal ‎Pendidikan Dasar Islam, 1(1), 102–113.‎
  • Sinclair, C. (2008). Initial and Changing Student Teacher Motivation and Commitment to Teaching. ‎Asia Pasific Journal of Teacher Education, 36(2), 79–104. ‎https://doi.org/10.1080/13598660801971658‎
  • TARTUCE, G. L. B. P., NUNES, M. M. R., & ALMEIDA, P. C. A. D. (2010). Secondary School ‎Students and The Attractiveness of The Teaching Career in Brazil. Cadernos de Pesquisa, 40(140), ‎‎445–477. https://doi.org/10.1590/S0100-15742010000200008‎
  • Townsend, T., & Bayetto, A. (2020). Leading reading improvements through professional learning. ‎International Journal of Leadership in Education, 1–19. ‎https://doi.org/10.1080/13603124.2019.1708474‎
  • Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers. Ernst Klett Sprachen.‎
  • Valle, I. (2006). Carreira do magistério: Uma escolha profissional deliberada? Revista Brasileira de Estudos ‎Pedagogicos, 87, 216.‎
  • Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2–3.‎
Primary Language en
Subjects Education and Educational Research
Published Date December 2020
Journal Section Gifted Education
Authors

Orcid: 0000-0001-9804-8528
Author: Imam MUSLİMİN (Primary Author)
Institution: State Islamic University of Maulana Malik Ibrahim Malang
Country: Indonesia


Supporting Institution Maulana Malik Ibrahim State Islamic University
Project Number Un03/FITK/PP.009/06/2018
Thanks Acknowledgement The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. This research is original work and does not contain any libelous or unlawful statement or infringe on the rights or privacy of others.
Dates

Publication Date : December 15, 2020

Bibtex @research article { jegys781947, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2020}, volume = {8}, pages = {1427 - 1438}, doi = {10.17478/jegys.781947}, title = {Empowering of the teacher’s identity crisis for supporting quality young gifted education}, key = {cite}, author = {Musli̇mi̇n, Imam} }
APA Musli̇mi̇n, I . (2020). Empowering of the teacher’s identity crisis for supporting quality young gifted education . Journal for the Education of Gifted Young Scientists , 8 (4) , 1427-1438 . DOI: 10.17478/jegys.781947
MLA Musli̇mi̇n, I . "Empowering of the teacher’s identity crisis for supporting quality young gifted education" . Journal for the Education of Gifted Young Scientists 8 (2020 ): 1427-1438 <https://dergipark.org.tr/en/pub/jegys/issue/56816/781947>
Chicago Musli̇mi̇n, I . "Empowering of the teacher’s identity crisis for supporting quality young gifted education". Journal for the Education of Gifted Young Scientists 8 (2020 ): 1427-1438
RIS TY - JOUR T1 - Empowering of the teacher’s identity crisis for supporting quality young gifted education AU - Imam Musli̇mi̇n Y1 - 2020 PY - 2020 N1 - doi: 10.17478/jegys.781947 DO - 10.17478/jegys.781947 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 1427 EP - 1438 VL - 8 IS - 4 SN - -2149-360X M3 - doi: 10.17478/jegys.781947 UR - https://doi.org/10.17478/jegys.781947 Y2 - 2020 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Empowering of the teacher’s identity crisis for supporting quality young gifted education %A Imam Musli̇mi̇n %T Empowering of the teacher’s identity crisis for supporting quality young gifted education %D 2020 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 8 %N 4 %R doi: 10.17478/jegys.781947 %U 10.17478/jegys.781947
ISNAD Musli̇mi̇n, Imam . "Empowering of the teacher’s identity crisis for supporting quality young gifted education". Journal for the Education of Gifted Young Scientists 8 / 4 (December 2020): 1427-1438 . https://doi.org/10.17478/jegys.781947
AMA Musli̇mi̇n I . Empowering of the teacher’s identity crisis for supporting quality young gifted education. JEGYS. 2020; 8(4): 1427-1438.
Vancouver Musli̇mi̇n I . Empowering of the teacher’s identity crisis for supporting quality young gifted education. Journal for the Education of Gifted Young Scientists. 2020; 8(4): 1427-1438.
IEEE I. Musli̇mi̇n , "Empowering of the teacher’s identity crisis for supporting quality young gifted education", Journal for the Education of Gifted Young Scientists, vol. 8, no. 4, pp. 1427-1438, Dec. 2020, doi:10.17478/jegys.781947