From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China

Xu, Hao

doi:10.1016/j.tate.2013.01.006

Cited by 72 publications

(49 citation statements)

References 27 publications

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“…Teachers' professional identity is believed to be influenced by a wide range of internal and external factors (Beauchamp & Thomas, 2009). Factors that are presumed to contribute to identity change have been investigated and identified by scholars; these factors include cultural background (Johnson, 2003), contextual factors (Xu, 2013), attitudes, motivations, and emotions (Rodgers & Scott, 2008), among others.…”

Section: Understanding Teachers' Professional Identity: a Socioculturmentioning

confidence: 99%

“…Identity change is an active process of negotiating meaning between the individual and the outside sociocultural context (Xu, 2013). During this process, attitudes of open-mindedness and responsibility are critical in enabling teachers to reflect on their professional life and identity transformation, as Dewey (1933), Bailey, Curtis and Nunan, (2001), Liston (1987, 1996) have claimed.…”

Section: A Transformation Of Teachers' Professional Identitymentioning

confidence: 99%

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Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

Wang

2014

Front Educ China

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This paper presents a qualitative study of immigrant Chinese teachers' professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers' beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers' professional identity.

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Section: Understanding Teachers' Professional Identity: a Socioculturmentioning

confidence: 99%

Section: A Transformation Of Teachers' Professional Identitymentioning

confidence: 99%

Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

Wang

2014

Front Educ China

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“…Numerous factors contribute to the identity development of EFL teachers: contextual factors, such as work places (Xu, 2013); policies (Varghese, 2006); intrinsic factors, such as motivation (Dörnyei & Ushioda, 2009); agency (Gao, 2010) as well as conflicts and interactions between individual's multiple identities (Tsui, 2007). Kong (2013) identifies three comprehensive themes for the investigation of the experiences of TESOL professionals.…”

Section: Efl Teachers' Professional Identitymentioning

confidence: 99%

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

et al. 2017

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This study aims to investigate the factors that develop the professional identity of Pakistani English as a foreign language (EFL) teachers in Saudi Arabia. This study is unique in the sense that there has been hardly any systematic investigation that has considered the professional identity of Pakistani EFL teachers in Saudi Arabia. This study has two considerations: the way EFL teachers' selves evolve and the personal, professional, social and pedagogical factors constructing a teacher's professional identity. This study was conducted at the English Language Institute of Saudi Arabian University and the study employed a quantitative survey method. The quantitative data was collected from 41 Pakistani EFL teachers by using an online questionnaire. The findings from the research revealed that a number of intrinsic and extrinsic factors develop the professional identity of Pakistani EFL teachers. Among these factors are the participants' pre-Saudi Arabia lives and the decision to become EFL teachers, the decision to come to Saudi Arabia, the impact of their overseas EFL experience, and the social influence on their own professional identity. Moreover, other factors that develop these teachers' professional identities are: being non-native, their views on continuing professional development (CPD), interaction with other EFL teachers, and their professional futures.

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“…Although a number of studies from various contexts have described the development of language teachers' identities (e.g., Kanno & Stuart, 2011; Kayi-Aydar, 2015; Pavlenko, 2003; Ruohotie-Lyhty, 2013; Simon-Maeda, 2004;Tsui, 2007;Xu, 2012;Xu 2013), most of this prior work has focused on the professional identity development of language teachers. The cultural dimension of language teacher identities has only appeared as a focus of investigation in a few empirical studies (Martel & Wang, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“I Am Combined”: Chinese Teachers’ Cultural Identities and Pedagogical Learning

Ennser–Kananen

Wang

2016

JLTR

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Abstract-In order to become effective instructors of cultural sensitivity, teachers need spaces to engage in cultural identity work while developing their teaching practice. This qualitative case study analyzed the integration of cultural identity work and pedagogical learning of bicultural teachers of Chinese during a twoweek long professional development (PD) course in the US. Data consisted of classroom videos, observations, and student work and was theorized within an identity-as-pedagogy framework. Findings revealed a bidirectional and dynamic relationship between teachers' cultural identity work and their pedagogical learning: Teachers did -although not consistently -appropriate pedagogical theories (e.g. on curriculum planning) by integrating them with their own cultural experiences and identities and vice versa. These appropriations were not always in line with the goals of the PD course but highlight a need to deliberately and systematically integrate teachers' cultural identity work with their pedagogical learning.Index Terms-identity as pedagogy, cultural identity, culture teaching, teachers of Chinese, professional development, language teacher identity

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From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China

Cited by 72 publications

References 27 publications

Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context

Exploring the Construction of Professional Selves of Non-Native EFL Teachers at a Saudi Arabian University

“I Am Combined”: Chinese Teachers’ Cultural Identities and Pedagogical Learning

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