BECOMING A ‘REAL’ TEACHER:
EFFICACY, AUTHENTICITY AND
PROFESSIONAL DEVELOPMENT
Richard Pinner
rpinner@sophia.ac.jp
EFL Tea...
Overview
“Real” Professional Development
Motivation, Efficacy and Authenticity
How and why I came to be here
My story
Aims
To establish the
validity of what
all EFL teachers
do for a living
This is a Narrative Inquiry
based on my Self*
*Not myself
Who am I and what do I do?
+ +
=+
Show of Hands
How many of
you work for a
Private Language
School?
「英会話」
Show of Hands
How many of
you have
worked for a
Private Language
School?
「英会話」
Show of Hands
How many of
you work for a
university?
My Story
Human Crossword Puzzle
When a man
is tired of
London, he
is tired of life
People are more self-determined if…
Autonomy
Competence
RelatednessDeci, E. L., & Ryan, R. M.
(1985). Self‐Determination:
...
What matters
is how you
see yourself
Motivational Flow
Flow
Authenticity
Concentration
Control
Skill/Challenge
Balance
Csikszentmihalyi, M. (1997).
Intrinsic m...
Disagree
Theory
Practice
Summary
• You can download the slides and additional
resources at
www.uniliterate.com
• Please email me!
rpinner@sophia.ac...
Thanks for your attention!
See you later, alligator.
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development
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EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development

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When I was working at a private language school in London, just about to start my Master’s Degree, a colleague told me about a party he had been at where someone asked what he did for a living. He had replied that he was a teacher and the other person had asked “are you a proper teacher or are you one of these EFL teachers?” We had a good laugh about it in the staff room, but this touched a definite nerve with all of us present. My friend had replied “well, my students are real enough” but the fact that he had to justify himself as a teacher, and that he could be identified as being apart from ‘real’ teachers, was upsetting at the time. My colleague went on to another career, but I stayed with EFL and am now in the second year of a PhD in applied linguistics with a full-time job at Sophia University. I love what I do and can identify comfortably as both a teacher and a researcher. I am currently engaged in an exploratory practice inquiry into motivation and authenticity and I am now entering a new stage in my personal and professional development. In this narrative self-inquiry, I would like to explain what kept me going all this time, how I maintained motivation, how I developed my self-efficacy and how I came to see myself as a ‘real’ teacher by being true to my teaching beliefs and finding my authentic self. However, this presentation will not just be about me, but about the validity of what all EFL teachers do for a living.

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  • Don’t forget to setup the video camera to record the sessions ?

    45 mins
    10.25 – 11.10
    INQ Q&A
  • This is a teachers’ professional Narrative presentation
  • Aims are To establish the validity of what all EFL teachers do for a living.
    Make you feel good about yourselves
    Just in case any of you still wish you were lawyers or fire engine drivers
  • Should be relevant to others, although how you authenticate this story is really up to you.
  • EFL and Lit at Sophia and Student at CAL under Ema
  • Probably no one but need to ask. If there are some that’s ok I’ll not belittle the schools. Also beware people might not raise their hands.
  • Ask also about JET
  • Ask if there are any others – High School etc…
    Snobbery of university perhaps? But why did I not see myself as a real teacher until quite recently
  • No matter where you work, Eikaiwa or University or High School as an ALT or whatever, you are a real teacher.
    Eikaiwa has real students so you are a real teacher. But it’s kind of case by case…
    My experience as Chibiko kids
    I was basically a human crossword puzzle
  • Moved to London. Vowed I would not be teaching English again. Narrowly missed/escaped getting a job for a marketing company.
    Got work at Kaplan International – an Eikaiwa basically. Social Program Coordinator, Study Centre Manager, then IT and eLearning. Kaplan dodgy pay stuff. Under the average salary for London and for a graduate my age. This annoyed me.
    Tried to join a union but it had to be the General Workirs Union
    Was I still just part of the service industry?
  • Was I just still part of the service industry?
    And it was around here that the “real teacher or EFL teacher” story popped up
    Couldn’t join teachers union because of length of training, didn’t have a PGCE. Actually had always thought of being a “real” teacher anyway
  • Started an MA in Applied Linguistics.
    Found a new lease of life for what I do. Teaching English is most certainly not just the service industry, even if other people saw it like that.
    Got a few pieces published but not peer reviewed.
    When I started reading MA stuff it opened my eyes and made me see the value of what I do – became an EFL lifer
  • eLearning and computers took off for me
    By this stage I started to see myself as a real teacher.
    Basically EFL teachers were looked down on because of the length of training.
    The more I worked in academia the more attractive I found it. I saw myself rise up with an MA under my belt
    But then I was a small fish in a much bigger pond
  • Which brings me to the present.
  • What is this person’s motivation for paddling?
    2 forces at work. Originally, this person had own reason to paddle, - intrinsic. Then, they saw the shark and an external force started acting on them – extrinsic.
    This is a rather old fashioned and dichotic view of motivation – now it is viewed as a much more complex dynamic system, but this is still useful in its simplicity
  • Integrqtive and instrumental and ref better expl…

    Relatedness = social aspect. Relate to other people, but also could be authentic – reflect real use
  • Efficacy.
    Authenticity
    Multiple selves.
    For example, I fooled myself into believing a PhD would be easier than my MA.
    I’m convinced of the importance of the job I do
    Writing essays and publishing is hard, but I enjoy it, I find challenge
  • I experience flow when I am working in the academic and research areas, and I experience it when teaching.
    I have been able to make them both one and the same thing, teaching and research
  • I have maintained my motivation and undertaken professional development because I have been able to firmly establish my own set of principles about what I do. I have valudated my work and I see the importance of it. Possibly take my work a bit too seriously! But this is all part of my authentic self as a teacher
    Authenticity
    Studying authenticity even though it’s a crazy subject and I have a book coming out in 2016 from Multilingual Matters
  • EFL Teacher Journeys Kyoto 2014: Becoming a ‘real’ teacher: efficacy, authenticity and professional development

    1. 1. BECOMING A ‘REAL’ TEACHER: EFFICACY, AUTHENTICITY AND PROFESSIONAL DEVELOPMENT Richard Pinner rpinner@sophia.ac.jp EFL Teachers’ Journeys Conference Kyoto 22nd June 2014
    2. 2. Overview “Real” Professional Development Motivation, Efficacy and Authenticity How and why I came to be here My story
    3. 3. Aims To establish the validity of what all EFL teachers do for a living
    4. 4. This is a Narrative Inquiry based on my Self* *Not myself
    5. 5. Who am I and what do I do? + + =+
    6. 6. Show of Hands How many of you work for a Private Language School? 「英会話」
    7. 7. Show of Hands How many of you have worked for a Private Language School? 「英会話」
    8. 8. Show of Hands How many of you work for a university?
    9. 9. My Story
    10. 10. Human Crossword Puzzle
    11. 11. When a man is tired of London, he is tired of life
    12. 12. People are more self-determined if… Autonomy Competence RelatednessDeci, E. L., & Ryan, R. M. (1985). Self‐Determination: Wiley Online Library.
    13. 13. What matters is how you see yourself
    14. 14. Motivational Flow Flow Authenticity Concentration Control Skill/Challenge Balance Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching. In J. L. Bess (Ed.), Teaching Well and Liking It: Motivating Faculty to Teach Effectively. Baltimore: John Hopkins University Press.
    15. 15. Disagree Theory Practice
    16. 16. Summary • You can download the slides and additional resources at www.uniliterate.com • Please email me! rpinner@sophia.ac.jp • Please also checkout www.cliljapan.org
    17. 17. Thanks for your attention! See you later, alligator.

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