Standard Presentation (25-minute) Self-Perceptions of Teaching Capability & Teacher Identity in Tertiary EFL more

Sat, Sep 16, 15:25-15:50 Asia/Tokyo

EFL teachers at the tertiary level are generally expected to be knowledgeable in the English language (the four skills, grammar, vocabulary, and pronunciation) and basic educational theories and practices (“Accelerate Your Career”, n.d.). Furthermore, they are increasingly expected to be well-versed in dialectal variations and other social, cultural, and political issues (Kubanyiova & Crookes, 2016), as well as educational technologies (e.g., CALL) and the latest developments in AI. In addition to these external demands, teachers face internal pressure from their teaching priorities and values (Yazdanpanah, 2015; Burrows, 2019). These pressures impact teacher identity and performance (Cheng, 2021), potentially contributing to imposter syndrome (Breeze et al., 2022). Native and non-native English faculty in Japan were surveyed in English in August 2023 about their self-reported qualifications and preparedness for the EFL field and the effects their self-perceptions have on their conceptualization and construction of their professional identities as qualified tertiary EFL teachers. Results from this exploratory study will be presented at the conference with time for audience discussion of their own perceptions, training, and experiences. Participants will be invited to reflect on their personal navigation of their professional identities and to pinpoint commonalities with other teachers.