Reimagining transcultural identity: a case study of field experiences for international preservice teachers

Soong, Hannah; Kerkham, Lyn; Reid-Nguyen, Rebecca; Lucas, Bill; Geer, Ruth; Mills-Bayne, Martyn

doi:10.1080/10476210.2020.1790516

Cited by 10 publications

(6 citation statements)

References 34 publications

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“…Di Australia, misalnya, rasisme terjadi dengan menganggap bahwa orang berwajah Asia adalah penyebar virus. Tanggapan pemerintah pun menjadi tolok ukur penting bagi keberlangsungan dan reputasi Australia dalam penyelenggaraan pendidikan internasional (Soong, Kerkham, Reid-Nguyen, Lucas, Geer & Mills-Bayne, 2020). Penelitian yang dilakukan oleh Ma dan Miller (2020) juga menunjukkan bahwa mahasiswa Cina memiliki tingkat stres yang tinggi diakibatkan oleh diskriminasi pemberitaan media.…”

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The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

Supiani¹,

Rafidiyah²,

Yansyah³

et al. 2020

jis

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This narrative study aims to explore the emotional experiences of two Indonesian students pursuing a doctorate (PhD) degree in Australia during the COVID-19 pandemic. Drawing on semi-structured interview data, we found that the prevalence of COVID-19 affected the participants’ emotions and behaviors. Both participants experienced different emotions and behaviors in facing various challenges during the pandemic. The study stresses the importance of independence, family support, social support, and university support that the participants needed to reduce their anxiety and stress due to some social restrictions during the outbreak of COVID-19, especially for those who are extrovert.

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The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

Supiani¹,

Rafidiyah²,

Yansyah³

et al. 2020

jis

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“…Bright (2020), Bunnell et al (2020), Ennerberg and Economou (2021), Gozik (2012), Gu (2011), Gu (2013), Karousiou et al (2019), Kostogriz and Peeler (2007), Liu (2021), Milliken et al (2021), Neilsen and Weinmann (2020), Nguyen (2017b), Parmigiani et al (2021), Parr and Chan (2015), Prabjandee (2020), Rahmawati and Taylor (2018), Sahling and De Carvalho (2021), Sercu (2006), Soong et al (2021), Tangen et al (2017), Trent (2011b), Tran and Nguyen (2015), Wang and Du (2014), Williams‐Gualandi (2020), Yan (2020)…”

Section: Overview Of Resultsmentioning

confidence: 99%

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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“…It is noted that many of these studies have explored language teachers’ identity development during their practicum (e.g., Zhu and Chen, 2022 ) or within a one-semester, short-term training course (e.g., Soong et al, 2021 ). While the data collected by these researchers have captured invaluable identity construction experiences and insights from participants, they have been unable to outline the trajectories of teacher identity development in language teaching programs and the factors that influence it.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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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 language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

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Reimagining transcultural identity: a case study of field experiences for international preservice teachers

Cited by 10 publications

References 34 publications

The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

The Emotional Experiences of Indonesian PhD Students Studying in Australia during the COVID-19 Pandemic

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

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