Motivation of english language teacher-researcher: A psychological analysis based on the interconnection between possible selves and context systems

Abstract

Research motivation is an essential element of teacher psychology. This paper attempts to disclose the variation in the possible self of English language teacher-researcher during the research process, and the evolution of his/her research motivation over one semester. For this purpose, a case study of teacher psychology was carried out with the author as a typical English language teacher-researcher. Three types of data were collected through a semester, namely, reflection journal, stimulated recall of student interview and stimulated recall of colleague discussion. Through person-in-context relational approach, the research data were subjected to thematic analysis. The results show that the teacher-researcher's research motivation declined rapidly at the first month, and fluctuated in the next two months; through the semester, the teacher-researcher struggled to maintain reasonable views on time limitation, correct cognition on teaching, research and learning to teach, as well as effective interaction with students and colleges; the research motivation is enhanced by the dissonance between actual researcher self and ought-to researcher self and the balance between actual teacher self and actual researcher self. The research results help language teacher-researchers to maintain psychological well-being.