Using the Concept of Teacher Possible Selves as a Springboard to Teacher Satisfaction and Effectiveness

Abstract

This article uses an autoethnographic lens (Ellis et al., 2011) to present the concept of teacher possible selves and invites past, present, and future English as a Foreign Language teachers to apply the concept to themselves. Specifically, teacher possible selves offers three perspectives on how language teachers see themselves as professionals: actual self, ought-to self, and feared self. Then, the question asked is how these teacher possible selves may affect teaching effectiveness and satisfaction. Personal histories, current teaching conditions, student perceptions, teacher education programs, and changing educational trends serve as sources of teachers’ perceptions of possible selves. Additionally, the literature on teacher possible selves suggests that teachers base their self-assessment on categories such as pedagogical skills, socio- affective skills, personality, and professional outlook. The concept of teacher possible selves is particularly important regarding teachers who are currently discouraged and disoriented due to the difficulties they experience being in the profession. Creating positive visions about oneself can serve as a motivation and a guide on what steps teachers can take to improve their current situation. This paper suggests relevant strategies.