A-A dialogue research group C:
Teacher

ProfessionalIdentity,

therepresents of the member universities
gathered at University Science Malaysia(USM) for three days from 1st to 3rd
November for the 2nd research workshop
for sharing the current research progress
and the future research policies etc. of“Professional Identity of Novice Teachers:
AnInternational

Comparison.”

Theresearch project was initiated in June 2014
by the research group C members including USM, Pretoria University, Hiroshima University,
Vietnam National University Hanoi, Dhaka University, and Chiang Mai University. Each of
the universities first collected quantitative and qualitative data of 10 novice teachers as a trial
and then the data of 100-300 teachers of his/her own country by using the unified
questionnaire form by their self-reliance.
As we all know that the self-reliance is one of the pillar of A-A dialogue; therefore, toorganize and make the workshop more useful, each university made efforts to secure a budget
for the research work and trip cost for Malaysia, which resulted in success. Above all, Prof.
Mohd Ali Samsudin of USM has played a role of the heart of the group C members in thisproject. He and his staff members and Ph.D students of USM have dedicated to this research
project for a long period.
These precious efforts of all members produced fruitful professional discussions andoutput, and expected research outcome for a future after the three-day workshop as below:-------------------Outline of the 2nd research workshop of “Professional Identity of Novice Teachers”
1. Date: 1st ‒ 3rd November 2016
2. Venue: School of Educational Studies, University Science Malaysia
3. Participants: 13 members of AAD dialogue group C representing 5 countries including
USM, Pretoria University, Hiroshima University, Vietnam National University Hanoi,and Chiang Mai University
4. Highlights:
Day 1 ‒ Overview of the questionnaire data
-All questionnaire data, submitted by each of the member countries, was inputted by theUSM staff member and shared by the participants of the workshop.

-Using the histogram tool of SPSS, the participants shared the general overview of thefrequency distribution by country of the major likert-scale questions.

-Among the questions, “Question No.13: Why did you decide on teaching as a career?”
was chosen as the first target of the comparative analysis, because the histogram shapesof Question No.13 vary by country. It was agreed that the background of the answers
needed be explained by each country and discussed by the participants.

Day 2: more detailed discussion-Based on the discussion of Day-1 meeting, the answers of the 8 sub-questions underQuestion No.13 were checked one by one.

-For example, to the 1st sub-question “I decide on teaching as a career because with ateaching qualification I am assured of a job,” most of the Japanese teachers answered“disagree” or “strongly disagree,” while most of the other country teachers answered“agree” or “strongly agree.”This might be explained by the fact that in Japan it isrequired to pass the public-school teacher employment examination after getting abachelor degree and a teaching qualification.
-

In this way, all the country distribution shapes were compared and analyzed for each of
the sub-questions.

Day 3: discussion of the next step-

The participants agreed that the comparative analysis of the answers of Question No13 isworth doing.

-The steps and schedule were agreed after deciding to prepare articles for the international
journals and to create a book with chapters at the end of the workshop.