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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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BECOMING A ‘REAL’ TEACHER: EFFICACY, AUTHENTICITY AND PROFESSIONAL DEVELOPMENT
Richard [email protected]
EFL Teachers’ Journeys Conference Kyoto 22nd June 2014
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 Inquirybased on my Self*
*Not myself
Who am I and what do I do?
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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: Wiley Online Library.
What matters is how you
see yourself
Motivational Flow
Flow
Authenticity
Concentration
Control
Skill/Challenge BalanceCsikszentmihalyi, 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.
Disagree
TheoryPractice
Summary• You can download the slides and additional
resources atwww.uniliterate.com
• Please email [email protected]
• Please also checkout www.cliljapan.org
KEEP
IT R
EAL
Thanks for your attention!See you later, alligator.
