Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
Mo Chen,
Wenli Zhang,
Qun Zheng
Abstract:Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice languag… Show more
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