A Case Study of an Interplay of an In-Service Teacher’s Possible Selves in His Professional Development
Journal article
Authors/Editors
Strategic Research Themes
Publication Details
Author list: Kammayee, Maytinee; Tepsuriwong, Saowaluck
Publication year: 2024
Volume number: 17
Issue number: 1
Start page: 881
End page: 904
Number of pages: 24
ISSN: 26300672
Languages: English-Great Britain (EN-GB)
Abstract
Professional development is a vital process enhancing in-service teachers’ professional qualities. This case study investigated an in-service teacher’s possible selves and factors influencing his professional development. The participant was a project-based teacher in a constructionism school in Bangkok, Thailand. He was selected as the subject for this study due to the rich data he shared with the researchers in a larger-scale research study. Semi-structured interviews and personal diaries were the main instruments employed to reveal his possible selves, goals, and investment in the professional developmental process. An interplay of possible selves and the factors involved were analyzed and presented using narrative inquiry techniques. The findings revealed that the teacher invested heavily in the professional development process to improve his project-based learning pedagogy and English proficiency. The congruence of his ideal and ought-to selves, his clear goal, and his positive attitudes toward professional development were clearly observed. This clearly influenced his investment in professional development. Implications and suggestions for the teacher’s professional development and future research were discussed. © 2024 Language Institute, Thammasat University. All rights reserved.
Keywords
In-service teachers, Professional development, Teacher’s possible selves
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