| Summary: | Abstract
This study investigates the uncharted area of L2 teacher possible selves constructs within
the context of Indonesia. To investigate how these constructs interplay in teachers’
motivational constructs and their responses to educational reforms, teachers’ mental
lives were explored through questionnaire and semi-structured in-depth interview. The
participants of this study were two English teachers at two state schools in Indonesia.
The findings reveal 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) permeating 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, this interplay of possible selves within their motivational constructs
also affects the way participants respond to educational changes. The inharmonious
possible selves indicate teachers’ resistance to implementing reforms, while harmonious
possible selves are ingredients for strong motivational drives. Finally, while these
findings are not generalizable, they potentially may shed light on the under-researched
area of L2 teacher possible selves as well as posing significant pedagogical implications
calling for more successful in-service teacher trainings to better implement curriculum
reforms.
Key words: L2 teacher possible selves, ideal self, ought-to self, feared self, educational
reforms, motivation
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