Dynamically Stable Evolution of Ideal Selves in Motivation of High School English Teachers in China
Bibliographic record
Abstract
Given that few studies focus on the complex and dynamic nature of English teachers’ teaching motivation in China (Dörnyei & Ushioda, 2021), this study aims to explore English teachers’ teaching motivation development with the possible selves theory (Markus & Nurius, 1986), which offers the most comprehensive and versatile lens for the analysis of teachers’ teaching motivation. There were seven participants in this study, including English teachers at early, mid, and late stages of their careers from a public high school in northern China. Data were collected through semi-structured interviews and teachers’ reflective journals. This study found that there was a dynamically stable evolution of participants’ ideal teacher selves. While the dynamics meant that there was continuous emergence of new ideal images, the stability meant that teachers’ ideal selves were static within a particular period. It is also true that the emergence of new ideal images did not mean that participants had discarded or fully realized prior ones. On the contrary, they preserved and adapted key components of previous ideal images while acquiring new ones. In effect, they formed a synthesized ideal teacher self with various components (i.e., key components of various ideal images emerging at different professional stages), which is susceptible to future changes. In addition, the agreement between ideal selves and the ought-to self enhanced participants’ motivation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".