What Motivates English Teachers and How Do They Respond to Educational Reforms?

Speaker:Puput Arfiandhani, M. A.| Location:Room 2| Date:August 12, 2016| Time:4:10-4:40


The presentation includes findings within the uncharted area of an L2 teacher’s possible self-constructs in Indonesia. The data she collected is based on a written questionnaire and a semi-structured interview with two experienced English teachers , one from a rural area and another from an urban area. The author will present that the interplay of what teachers aspire to be (ideal self), what they consider to be expected of them (ought-to self), and what they fear of becoming (feared self) permeate through their motivational drives of both staying within the profession as well as their initial motives when entering it. These motivational constructs include teachers’ aspirations to motivate students and their teaching profession-related skills mastery. Further, she will also show that this interplay of “possible selves” within their motivational constructs also affects the way they respond to educational reforms. She will show that the inharmonious “possible selves” indicate participants’ resistance to implementing reforms while harmonious “possible selves” are ingredients for strong motivational drives. Finally, while these findings are not generalizable, they  potentially shed light on the under-researched area of an L2 teacher’s “possible selves” as well as the posing, significant pedagogical implications that call for more successful in-service teacher trainings to better implement curriculum reforms.


(48) M.A. Puput ArfiandhaniPuput Arfiandhani is a lecturer in the Department of English Education at Universitas Muhammadiyah Yogyakarta (UMY), Indonesia. She received her Master’s degree in TESOL from the University of Nottingham, UK. Her research interests include language policy, teacher motivation, teacher change, and second language teacher education.

Category: Day 2 | August 12, 2016, Presenter Schedule