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8.4.5 Visualization of possible-selves
Visualization of possible-selves also greatly influences the transformation of teachers’ pedagogic habitus and identity. Possible selves encourage teachers to take
action or implement strategies that help them to regulate behaviour aimed at realizing hoped-for, or avoiding feared possible selves. In this study, all case study teachers
acquired new understandings about themselves as teachers, in particular, their feared selves. Maya became aware that she was not a warm and friendly teacher and was
highly critical and judgmental to her students. Andi saw himself as too dominant. Joko realised that he was impatient. However, only Maya and Andi were able to “think about
their potential and about their future” Markus Nurius, 1986, p. 954 as a result of their reflection on their pedagogic habitus and their practice. When Maya and Andi
acknowledged their possible-selves, the future became the primary motivational space Bell, 1999 in which to take the necessary actions to change their pedagogic habitus.
They, therefore, had confidence to become better teachers. The next section of this chapter presents the four mediational tools utilized by the research participants in this
study and their value.
8.5 The four mediational tools and their value
This section discusses the value of four mediational tools including teacher self- reflection questions, lesson video recording, student feedback, and collegial dialogue
used in this study as a means to help teachers to conduct self-evaluation of their practice. The value of each tool is discussed further below.
8.5.1 Teacher self-reflection questions
Teacher self-reflection questions provide some useful questions that teachers can ask themselves about their teaching, providing them with the opportunity to learn from
reflection on their experience. In this study, teacher self-reflection questions were used as a guide to identify a specific focus on research participants’ teaching practice
including general teaching and learning, and teacher and student talk in the form of questionnaire. All three case study teachers stated that it was the first time for them to
utilize teacher self-reflection questions in evaluating their teaching effectiveness. They reported that the use of teacher self-reflection questions, besides helping to clarify what
went well and to identify areas in which they want to improve, worked as guidance for
222 them in the process of analyzing their video recorded lessons that will be explained in
the next subsection.
8.5.2 Lesson video recording
All three case study teachers stated that participating in this study was the first time that they had video recorded their lessons. Lesson video recording is an effective
tool for presenting the work of teaching and provides concrete learning opportunities for teachers Borko, 2004. In this study, teachers emphasized that lesson video
recordings functioned as a mirror, allowing them to see themselves in the classroom and reflect on their own performance. Lesson video recordings also allowed them to achieve
deeper levels of reflection on their instructional practice since they provide “documentation of classroom activities – documentation that can be worked with in a
dynamic manner viewing a tape repeatedly, with each viewing focusing on another aspect, stopping, rewinding, etc.” Talanker, 2003, p. 14. In addition, the case study
teachers learnt important information about their professional identity mainly through their video recorded lessons, which gave them a kind of “shock” challenging their
normal teacher self-perceptions.
8.5.3 Student feedback
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