Session
Education and Development
Description
Understanding the process of identity construction, its dynamics, influencing factors, and the roles teachers adhere to while exercising their profession, has become a challenge many researchers are trying to overcome. In the Kosovo context, this field of study result utterly un-researched. Therefore, this study aims to understand the identity perception of the novice and experienced EFL teachers involving the following features; gender, role, qualification, teaching experience, methodology, teaching curriculum. The study took place in public and private elementary schools in Pristina region, Kosovo. A group of 32 EFL (English as Foreign Language) teachers engaged in urban and rural areas and 400 students constituted the sample of the study. Multiple-choice questionnaires were used to test, measure teachers perception about their-selves and students perceptions about professional side of their teachers. Classroom observation was used as supplementing element in this study. The study contributes to the understanding of the EFL context in Kosovo and provides a starting point to focus on quality teaching and strengthen the professional identity in our country.
Keywords:
teacher identity, professional identity, EFL teacher, Kosovo education system.
Session Chair
Alma Lama
Session Co-Chair
Feride Lohaj
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-19-2
First Page
79
Last Page
85
Location
Pristina, Kosovo
Start Date
26-10-2019 11:00 AM
End Date
26-10-2019 12:30 PM
DOI
10.33107/ubt-ic.2019.53
Recommended Citation
Merovci, Syzane, "Professional identity of ESL teachers and the missing links in Kosovo schools" (2019). UBT International Conference. 53.
https://knowledgecenter.ubt-uni.net/conference/2019/events/53
Included in
Professional identity of ESL teachers and the missing links in Kosovo schools
Pristina, Kosovo
Understanding the process of identity construction, its dynamics, influencing factors, and the roles teachers adhere to while exercising their profession, has become a challenge many researchers are trying to overcome. In the Kosovo context, this field of study result utterly un-researched. Therefore, this study aims to understand the identity perception of the novice and experienced EFL teachers involving the following features; gender, role, qualification, teaching experience, methodology, teaching curriculum. The study took place in public and private elementary schools in Pristina region, Kosovo. A group of 32 EFL (English as Foreign Language) teachers engaged in urban and rural areas and 400 students constituted the sample of the study. Multiple-choice questionnaires were used to test, measure teachers perception about their-selves and students perceptions about professional side of their teachers. Classroom observation was used as supplementing element in this study. The study contributes to the understanding of the EFL context in Kosovo and provides a starting point to focus on quality teaching and strengthen the professional identity in our country.