Religious Beliefs and Teacher’s Identity: An Autoethnography of A Muslim English Teacher
Keywords:
Religious Beliefs, Teacher’s Identity, Muslim English Teacher
Abstract
Teacher’s religious identity or personal faith is significantly associated with their professional identity and teaching practice in the classroom. The purpose of this study is to narrate a Muslim English teacher’s views on how religious beliefs influence the teacher’s identity and practices in teaching English. Employing autoethnography research design, I explored my experience and perspectives since I was an English learner, then a student-teacher, an English teacher at an Islamic school, and a lecturer at a college using personal experience narration. In this article, I acknowledge that my perspectives about my professional identity as an English teacher are shaped locally and globally, influenced by religious beliefs, experiences, education, and formal and informal interaction with colleagues around me. This study gives insight into the influences of a Muslim English teacher’s religious beliefs on identity as an English teacher and practices in teaching English.
References
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Anderson, D., Mathys, H., & Cook, T. (2015). Religious Beliefs, Knowledge, and Teaching Actions: Elementary Teacher Candidates and World Religions. Religion & Education, 42(3), 268–288. https://doi.org/10.1080/15507394.2014.944063
Baurain, B. (2012). Beliefs Into Practice: A Religious Inquiry Into Teacher Knowledge. Journal of Language, Identity & Education, 11(5), 312–332. https://doi.org/10.1080/15348458.2012.723576
Bukrieieva, I., & Afanasieva, L. (2021). Influence of an Intercultural Factor on the Formation of Sociocultural Capital of a Polyethnic City. Fudan Journal of the Humanities and Social Sciences, 14(2), 243–264. https://doi.org/10.1007/s40647-020-00301-7
Davies, T. (2024). Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice. Pedagogy, Culture & Society, 32(1), 241–255. https://doi.org/10.1080/14681366.2022.2027002
Douglas, K., & Carless, D. (2013). A history of autoethnographic inquiry. In T. E. Adams, S. Holman Jones, & C. Ellis (Eds.), Handbook of Autoethnography (pp. 84–106). Routledge.
Dunifa, L. (2024). The roots of demotivation in studying English: Sociocultural values among students in a rural area. Studies in English Language and Education, 11(1), Article 1. https://doi.org/10.24815/siele.v11i1.31040
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An Overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 1. https://doi.org/10.17169/fqs-12.1.1589
Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional Identity Conflict and (Re)Construction among English Teachers in Iran. Journal of Language, Identity & Education, 19(5), 327–341. https://doi.org/10.1080/15348458.2019.1676157
Filipović, A. T., & Jurišić, M. (2024). Intercultural Sensitivity of Religious Education Teachers in Croatia: The Relationship between Knowledge, Experience, and Behaviour. Religions, 15(2), Article 2. https://doi.org/10.3390/rel15020176
Gilakjani, A., & Sabouri, N. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), Article 4. https://doi.org/10.5539/elt.v10n4p78
Granjo, M., Castro Silva, J., & Peixoto, F. (2021). Teacher identity: Can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem? European Journal of Teacher Education, 44(2), 158–179. https://doi.org/10.1080/02619768.2020.1748004
Hartwick, J. M. M. (2015). Public School Teachers’ Beliefs in and Conceptions of God: What Teachers Believe, and Why It Matters. Religion & Education, 42(2), 122–146. https://doi.org/10.1080/15507394.2014.944065
Héliot, Y., Gleibs, I. H., Coyle, A., Rousseau, D. M., & Rojon, C. (2020). Religious identity in the workplace: A systematic review, research agenda, and practical implications. Human Resource Management, 59(2), 153–173. https://doi.org/10.1002/hrm.21983
Irfiana, K., Maryono, G. D., Nurlatifah, L., & Kurniawan, E. (2021). The Implementation of an English Teacher’s Identity. 290–295. https://doi.org/10.2991/assehr.k.210427.044
Kumar, V. (2024). The teachers’ discourse on religion and morality. British Journal of Religious Education, 46(1), 14–25. https://doi.org/10.1080/01416200.2023.2252193
Mambu, J. E. (2023). Embedding Sustainable Development Goals into critical English language teaching and learning. Critical Inquiry in Language Studies, 20(1), 46–76. https://doi.org/10.1080/15427587.2022.2099863
Nasie, M. (2023). Sociopsychological principles for intercultural interventions to reduce intergroup bias in school. Intercultural Education, 34(6), 612–630. https://doi.org/10.1080/14675986.2023.2265317
Pehkonen, E., & Laine, A. (2003). On relationships between beliefs and knowledge in mathematics education. https://www.semanticscholar.org/paper/On-relationships-between-beliefs-and-knowledge-in-Pehkonen-Laine/af9579221846ee7da6242ae4c436fbb7bb5d9756
Phillips, R. (2021). Teachers’ faith, identity processes and resilience: A qualitative approach. British Journal of Religious Education, 43(3), 310–319. https://doi.org/10.1080/01416200.2021.1891860
Qoyyimah, U., Singh, P., Exley, B., Doherty, C., & Agustiawan, Y. (2023). Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools. Journal of Language, Identity & Education, 22(2), 121–136. https://doi.org/10.1080/15348458.2020.1833726
Qureshi, J. A., & Shahjehan, A. (2021). A Systematic Review and Meta-analysis of Relationships Between Religiosity and Employees Constructive and Destructive Behaviors. Journal of Religion and Health, 60(4), 2592–2607. https://doi.org/10.1007/s10943-019-00868-w
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), Article 3. https://doi.org/10.55493/5019.v12i3.4840
Ren, Y. (2022). Actualizing interculturality through finding de-centred threads. Journal of Multicultural Discourses, 17(1), 101–105. https://doi.org/10.1080/17447143.2022.2071910
Salter, E., & Tett, P. L. (2021). Strictly teacher-researchers? The influence of a professional RE conference on primary RE teachers’ agency and self-identities as teacher-researchers. British Journal of Religious Education, 43(3), 253–264. https://doi.org/10.1080/01416200.2021.1878456
Schnell, Z., & Ervas, F. (2022). Intercultural discussion of conceptual universals in discourse: Joint online methodology to bring about social change through novel conceptualizations of Covid-19. Humanities and Social Sciences Communications, 9(1), 1–10. https://doi.org/10.1057/s41599-022-01230-4
Shapira, N., & Mola, S. (2022). Teachers ‘looking into a mirror’—A journey through exposure to diverse perspectives. Intercultural Education, 33(6), 611–629. https://doi.org/10.1080/14675986.2022.2143694
Tajeddin, Z., Saeedi, Z., & Mohammadi, M. J. (2021). Religious Teachers’ Perceptions of Their Religious Identity: A Case of Iranian English Language Teachers. Applied Research on English Language, 10(2), 61–88. https://doi.org/10.22108/are.2021.126698.1674
White, K. R. (2014). Community, Forgiveness, and the Golden Rule: The Impact of Teachers’ Religious Identities on Classroom Management Structures. Religion & Education, 41(1), 63–79. https://doi.org/10.1080/15507394.2014.855051
Yu, B., Guo, W. Y., & Fu, H. (2024). Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals. Sustainability, 16(8), Article 8. https://doi.org/10.3390/su16083325
Yumarnamto, M., & Prijambodo, V. L. (2020). “Teaching is God’s Calling”: Teachers’ Beliefs and Professional Identity at Ten Christian Schools in Indonesia. International Journal of Education, 13(2), Article 2. https://doi.org/10.17509/ije.v13i2.24794
Ai, B. (2016). Experiencing Different Identity Prototypes in Learning and Teaching English: A Chinese Learner’s Autoethnography. Changing English, 23(3), 280–291. https://doi.org/10.1080/1358684X.2016.1162090
Anderson, D., Mathys, H., & Cook, T. (2015). Religious Beliefs, Knowledge, and Teaching Actions: Elementary Teacher Candidates and World Religions. Religion & Education, 42(3), 268–288. https://doi.org/10.1080/15507394.2014.944063
Baurain, B. (2012). Beliefs Into Practice: A Religious Inquiry Into Teacher Knowledge. Journal of Language, Identity & Education, 11(5), 312–332. https://doi.org/10.1080/15348458.2012.723576
Bukrieieva, I., & Afanasieva, L. (2021). Influence of an Intercultural Factor on the Formation of Sociocultural Capital of a Polyethnic City. Fudan Journal of the Humanities and Social Sciences, 14(2), 243–264. https://doi.org/10.1007/s40647-020-00301-7
Davies, T. (2024). Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice. Pedagogy, Culture & Society, 32(1), 241–255. https://doi.org/10.1080/14681366.2022.2027002
Douglas, K., & Carless, D. (2013). A history of autoethnographic inquiry. In T. E. Adams, S. Holman Jones, & C. Ellis (Eds.), Handbook of Autoethnography (pp. 84–106). Routledge.
Dunifa, L. (2024). The roots of demotivation in studying English: Sociocultural values among students in a rural area. Studies in English Language and Education, 11(1), Article 1. https://doi.org/10.24815/siele.v11i1.31040
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An Overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 1. https://doi.org/10.17169/fqs-12.1.1589
Eslamdoost, S., King, K. A., & Tajeddin, Z. (2020). Professional Identity Conflict and (Re)Construction among English Teachers in Iran. Journal of Language, Identity & Education, 19(5), 327–341. https://doi.org/10.1080/15348458.2019.1676157
Filipović, A. T., & Jurišić, M. (2024). Intercultural Sensitivity of Religious Education Teachers in Croatia: The Relationship between Knowledge, Experience, and Behaviour. Religions, 15(2), Article 2. https://doi.org/10.3390/rel15020176
Gilakjani, A., & Sabouri, N. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), Article 4. https://doi.org/10.5539/elt.v10n4p78
Granjo, M., Castro Silva, J., & Peixoto, F. (2021). Teacher identity: Can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem? European Journal of Teacher Education, 44(2), 158–179. https://doi.org/10.1080/02619768.2020.1748004
Hartwick, J. M. M. (2015). Public School Teachers’ Beliefs in and Conceptions of God: What Teachers Believe, and Why It Matters. Religion & Education, 42(2), 122–146. https://doi.org/10.1080/15507394.2014.944065
Héliot, Y., Gleibs, I. H., Coyle, A., Rousseau, D. M., & Rojon, C. (2020). Religious identity in the workplace: A systematic review, research agenda, and practical implications. Human Resource Management, 59(2), 153–173. https://doi.org/10.1002/hrm.21983
Irfiana, K., Maryono, G. D., Nurlatifah, L., & Kurniawan, E. (2021). The Implementation of an English Teacher’s Identity. 290–295. https://doi.org/10.2991/assehr.k.210427.044
Kumar, V. (2024). The teachers’ discourse on religion and morality. British Journal of Religious Education, 46(1), 14–25. https://doi.org/10.1080/01416200.2023.2252193
Mambu, J. E. (2023). Embedding Sustainable Development Goals into critical English language teaching and learning. Critical Inquiry in Language Studies, 20(1), 46–76. https://doi.org/10.1080/15427587.2022.2099863
Nasie, M. (2023). Sociopsychological principles for intercultural interventions to reduce intergroup bias in school. Intercultural Education, 34(6), 612–630. https://doi.org/10.1080/14675986.2023.2265317
Pehkonen, E., & Laine, A. (2003). On relationships between beliefs and knowledge in mathematics education. https://www.semanticscholar.org/paper/On-relationships-between-beliefs-and-knowledge-in-Pehkonen-Laine/af9579221846ee7da6242ae4c436fbb7bb5d9756
Phillips, R. (2021). Teachers’ faith, identity processes and resilience: A qualitative approach. British Journal of Religious Education, 43(3), 310–319. https://doi.org/10.1080/01416200.2021.1891860
Qoyyimah, U., Singh, P., Exley, B., Doherty, C., & Agustiawan, Y. (2023). Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools. Journal of Language, Identity & Education, 22(2), 121–136. https://doi.org/10.1080/15348458.2020.1833726
Qureshi, J. A., & Shahjehan, A. (2021). A Systematic Review and Meta-analysis of Relationships Between Religiosity and Employees Constructive and Destructive Behaviors. Journal of Religion and Health, 60(4), 2592–2607. https://doi.org/10.1007/s10943-019-00868-w
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), Article 3. https://doi.org/10.55493/5019.v12i3.4840
Ren, Y. (2022). Actualizing interculturality through finding de-centred threads. Journal of Multicultural Discourses, 17(1), 101–105. https://doi.org/10.1080/17447143.2022.2071910
Salter, E., & Tett, P. L. (2021). Strictly teacher-researchers? The influence of a professional RE conference on primary RE teachers’ agency and self-identities as teacher-researchers. British Journal of Religious Education, 43(3), 253–264. https://doi.org/10.1080/01416200.2021.1878456
Schnell, Z., & Ervas, F. (2022). Intercultural discussion of conceptual universals in discourse: Joint online methodology to bring about social change through novel conceptualizations of Covid-19. Humanities and Social Sciences Communications, 9(1), 1–10. https://doi.org/10.1057/s41599-022-01230-4
Shapira, N., & Mola, S. (2022). Teachers ‘looking into a mirror’—A journey through exposure to diverse perspectives. Intercultural Education, 33(6), 611–629. https://doi.org/10.1080/14675986.2022.2143694
Tajeddin, Z., Saeedi, Z., & Mohammadi, M. J. (2021). Religious Teachers’ Perceptions of Their Religious Identity: A Case of Iranian English Language Teachers. Applied Research on English Language, 10(2), 61–88. https://doi.org/10.22108/are.2021.126698.1674
White, K. R. (2014). Community, Forgiveness, and the Golden Rule: The Impact of Teachers’ Religious Identities on Classroom Management Structures. Religion & Education, 41(1), 63–79. https://doi.org/10.1080/15507394.2014.855051
Yu, B., Guo, W. Y., & Fu, H. (2024). Sustainability in English Language Teaching: Strategies for Empowering Students to Achieve the Sustainable Development Goals. Sustainability, 16(8), Article 8. https://doi.org/10.3390/su16083325
Yumarnamto, M., & Prijambodo, V. L. (2020). “Teaching is God’s Calling”: Teachers’ Beliefs and Professional Identity at Ten Christian Schools in Indonesia. International Journal of Education, 13(2), Article 2. https://doi.org/10.17509/ije.v13i2.24794
Published
2024-12-25
How to Cite
Maesaroh, D. (2024). Religious Beliefs and Teacher’s Identity: An Autoethnography of A Muslim English Teacher. Borneo Journal of Islamic Education, 4(2), 163-174. https://doi.org/10.21093/bjie.v4i2.9841
Section
Articles
