Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China

Li, Wendy

doi:10.1177/1362168820910955

Cited by 46 publications

(34 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such issues, most notably the very low payment as indicated in qualitative data, may lead the teachers to experience pressure in their social life, which is likely to influence their educational performance (for a complete discussion see Soodmand Afshar & Doosti, 2016). This point was emphasized by the teachers in referring to the role of various internal and external factors in their performance, especially in their institutional identity (Li, 2020).…”

Section: Discussionmentioning

confidence: 99%

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Nazari

Oghyanous

2021

Cogent Education

View full text Add to dashboard Cite

The present mixed methods study examined the relationships among Iranian English as a Foreign Language (EFL) teachers' turnover intentions, occupational stress, psychological well-being, and grit in light of their teaching experience. The participants of the study were a total of 325 EFL teachers (138 novice and 187 experienced). To collect the data, four instruments of occupational stress, turnover intentions, grit, and well-being were administered to the participants, followed by semi-structured interviews with 20 teachers. Data analyses indicated that the novice and experienced teachers' occupational stress/turnover intentions and grit/ psychological well-being were significantly correlated. The results also revealed that the strength of relationship between occupational stress/turnover intentions and grit/psychological well-being is significantly higher for novice teachers than the experienced teachers. The analysis of the interviews indicated that while occupational stress collectively influences the teachers' identity, emotions, and retaining in the profession, their well-being was largely defined in light of various institutional and socioeconomic factors. The results of the study are discussed and implications for teacher education are provided.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Nazari

Oghyanous

2021

Cogent Education

View full text Add to dashboard Cite

show abstract

“…For college students, obtaining a certain level of English certificate such as the College English Test Band 4 and Band 6 has become one of the necessary conditions for graduation and one of the prerequisites for obtaining a good job. With the drastic increase in the number of English learners in the country, the demand for English teachers has correspondingly increased ( Li, 2020 ). In the past few decades, English majors who have obtained a master’s degree are considered to be qualified to teach college English, and their academic research ability is basically not taken into account in the process of recruitment ( Liu and Borg, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Responses Toward a New Research Policy Among Academics in a Chinese University

Zhang

2021

Front. Psychol.

View full text Add to dashboard Cite

Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.

show abstract

“…Using narrative inquiry, Li (2020) explored teacher identity dynamics and emphasized the need to approach L2 teacher identity from multiple perspectives in keeping with previous studies (Benesch, 2017; Burns et al, 2015; Farrell and Ives, 2015; Golombek and Doran, 2014; Kayi-Aydar et al, 2019; Kubanyiova and Feryok, 2015). Following a review of the studies on L2 teacher identity, Sang (2020) reported situated nature of teacher learning as a significant factor in identity development and called upon further studies on the effects of the socialization process in keeping with previous studies (Freeman, 2016; He and Lin, 2013).…”

Section: Introductionmentioning

confidence: 95%

Teacher identity in technology-assisted language learning: Challenges and affordances

Bahari

2022

E-Learning and Digital Media

View full text Add to dashboard Cite

The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.

show abstract

Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China

Cited by 46 publications

References 48 publications

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Exploring the role of experience in L2 teachers’ turnover intentions/occupational stress and psychological well-being/grit: A mixed methods study

Emotional Responses Toward a New Research Policy Among Academics in a Chinese University

Teacher identity in technology-assisted language learning: Challenges and affordances

Contact Info

Product

Resources

About