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    pepe351 pepe351 Presentation Transcript

    • An Examination of Beginning Teachers’ Self-Presentation Styles and Strategies Hayuta Yinon Faculty of Education, University of Haifa Israel
      • Goffman claims that we always act in front of others in order to make sure that they will get a desirable impression about us.
    • Image source: http://sha3teely.com/wp-content/uploads/2006/10/cartoon-mahjoob.png
      • impression management or self-presentation strategies
      • the ways by which we attempt to control the impressions of others about us
    • Schütz’s taxonomy of self-presentation styles
      • Four styles of self-presentation:
      • Assertive
      • Offensive
      • Protective
      • defensive
    • The assertive style
      • people try to look good by presenting a favorable image of themselves .
      • Common strategies: ingratiation, exemplification and self-promotion.
    • Video: Hillary Clinton “I’m your girl” http:// www.youtube.com/watch?v =6V9JBItfTZI
    • The offensive style
      • people try to look good by making others look bad .
      • Common strategies: criticizing and making ironic statements.
    • Video: Michell Obama takes a shot at Hillary Clinton http:// www.youtube.com/watch?v =sN1qZMBE9Gc
    • The protective style
      • people try not to look bad by avoiding the conveyance of negative impressions .
      • Common strategies: avoiding public attention, minimal self-disclosure and a passive interaction.
    • Video: Sarkozy walks out… http:// www.youtube.com/watch?v =xkapbaK32PM
    • The defensive style
      • people try not to look bad by fighting off negative typifications .
      • Common strategies: denial, justification and making excuses.
    • Video: Bill Clinton “That Woman” http:// www.youtube.com/watch?v =_5GDrYiK02U
    • Uniqueness of the research
      • Filling a gap in the literature: impression management styles and strategies have only few applications in educational research and in teacher education.
      • It is important to examine how teachers operate impression management mechanism.
      • Opening a window into their inner cognitive world, to which research has only a limited access.
    • Research questions
      • What impressions interns make through their self-reported cases?
      • 2) How do interns construct those impressions?
    • Research context Internship period in Israel At school At the university Mentor Group workshop
    • Participants X 51 Workshop 1: 17 interns Workshop 2: 17 interns Workshop 3: 17 interns Beginning teachers
    • Background details
      • Gender - 37 women, 14 men.
      • Sector – 26 Arabs, 25 Jewish.
      • Teaching level – 21 high-school teachers, 14 elementary school teachers, 7 middle-school teachers, 7 middle & high-school teachers, 2 other.
      • Subject-matter – 19 language teachers, 9 special education teachers, 7 humanistic studies teachers, 6 environmental studies teachers, 4 exact sciences teachers, 6 other.
    • Data collection
      • Written detailed description of an event or a dilemma, which the interns were concerned about, and for which they needed the group’s support.
      • Running of a virtual forum regarding the case throughout the year.
    • 2 cases 9 cases 9 cases 8 cases 11 cases 3 cases 6 cases 2 cases
    • Data analysis
      • Qualitative content analysis in stages:
      • Stage 1: Identifying what kinds of impressions the interns made through their case descriptions.
      • Stage 2: Sorting the descriptions of the cases into Schüt z's four self-presentation styles, and to their sub-categories .
      • Stage 3: determining the frequency of each style and strategy, and examining the relationships between styles and strategies.
    • Initial findings
      • Interns used all Sch ü tz's four self-presentation styles , with the protective style being used less dominantly.
      • Interns usually used a combination of a few self-presentation styles.
      • Interns used the cases to present themselves as competent and serious teachers, as well as to encourage the group to support them.
    • Illustration: Shiraz’s case (pseudonym)
    • A competent and serious teacher
      • Offensive self-presentation: making the class look bad (in general)
      • Background details: a major subject, a final exam is coming up this year, not a very strong class.
      • Favorable conditions for learning: only 17 pupils in the class, a private school.
      • Explicit Statement: unawareness of the need to invest a lot in the major subject.
      • Strengthening the statement by giving examples: constant complains about homework, about the amount of material required to study, and about lack of time.
      • Offensive self-presentation: making the class look bad (the exam)
      • Complains about scheduling an exam.
      • Trying to avoid the exam by approaching the homeroom teacher.
      • The pupils actions while handing out the exam: only two pupils took the exam.
      • The pupils actions the day before: planning not to take the exam by phone calls and MSN.
      • Assertive self-presentation: building a favorable image of Shiraz
      • Mentioning that she has no serious discipline problems with the class.
      • Shiraz’s actions in response to the pupils' complaint: narrowing down the material to only two chapters; rescheduling the exam.
      • Shiraz’s response to the homeroom request: no apologies and giving in, standing up for herself and explaining the situation.
      • Consultation with the subject-matter coordinator.
      • Shiraz’s actions while realizing most of the pupils didn’t take the exam: investigation of the case and coming back with results.
      • Defensive self-presentation: everyone is backing me up
      • The subject-matter coordinator perceives the same problem concerning this class.
      • The homeroom teacher left the decision whether to postpone the exam or not to her and also informed the pupils of it.
      • The subject-matter coordinator's response for the situation: asking Shiraz not to postpone the exam.
    • In sum
      • Shiraz succeeds in establishing the impression that she is competent and serious by using offensive, assertive and defensive self-presentations.
    • Discussion
      • Interns made an impression of competence through their self-presentations.
      • This impression is well associated with a novice state, which is characterized by a tendency to be concerned about how other people see them as teachers.
      • The study exhibits the potential of using self-presentation styles and strategies for beginning teachers’ research:
      • A possible explanation for the almost 50% attrition rate of beginning teachers from the profession throughout the first five years of teaching.
      • The study also exhibits the potential of using self-presentation styles and strategies for improving beginning teachers’ practice:
      • I ntroducing self-presentation styles and strategies to teachers as an interpretive lens for analyzing their own practice ---> teachers can learn to manage the impressions they make, and perform accordingly.
    • References
      • Goffman, E. (1959). The Presentation of Self in Everyday Life. Doubleday Anchor Books, New York.
      • Schütz, A. (1998). Assertive, Offensive, Protective, and Defensive Styles of Self-Presentation: A Taxonomy. The Journal of Psychology , Vol. 132, No. 6, pp. 611-628.
    • Thank you for listening