Natalia Destiana Putri, Concilianus Laos Mbato , Ouda Teda Ena

Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction

Introduction

Novice teachers' critical incidents and motivation to choose teaching professions: a study of teacher professional identity construction. How do novice teachers' critical incidents and motivations shape their professional identity? This study reveals varied responses to classroom challenges, influencing their teaching careers.

Abstract

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.

Review

This study tackles a highly pertinent area concerning the professional identity construction of novice teachers, a critical and often challenging phase in an educator's career. The title accurately reflects the core focus on critical incidents and initial motivations that shape a teacher's journey, aligning well with the abstract's articulation of the need for reflective practices. By situating the research within the context of novice educators' uncertainty and their professional identity development, the study establishes a clear and important contribution to the field of teacher education and development. The methodology employed, specifically the qualitative Critical Incident Technique (CIT), is well-suited for exploring the nuanced experiences and subjective interpretations of professional events. The use of questionnaires and online semi-structured interviews indicates a thoughtful approach to data collection, aiming to capture rich, contextual information. The findings offer compelling insights into differential motivational factors, particularly between male and female participants, and highlight how similar critical incidents can elicit varied personal responses—some leading to growth, others to demotivation. These observations significantly advance our understanding of the complex interplay between experience, motivation, and resilience in early career teaching. While providing valuable depth, the study's primary limitation, inherent in its qualitative design, is the small sample size of three EFL novice teachers in elementary schools. This naturally restricts the generalizability of the findings, particularly concerning the observed gender-specific motivational patterns. Future research could benefit from exploring these phenomena with a larger and more diverse cohort, potentially across different educational levels or subject specialisms, to validate and broaden these initial insights. Despite this, the study effectively underscores the profound impact of early career experiences and reflections on a teacher's professional identity and future career trajectory, laying a strong foundation for both practical support programs and further academic inquiry.

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