The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continu...The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.展开更多
In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this...In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers' experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.展开更多
基金supported by National Social Science Fund of China[Grant No.12CYY026]~~
文摘The professional development of College English （CE） teachers in China has received considerable attention due to their responsibility in preparing university graduates for adequate English proficiency. Many continuous professional development （CPD） activities have been conducted （e.g., national teaching contest） to improve CE teachers＇ teaching effectiveness, an essential component of teacher learning. However, it has remained unknown concerning how teacher learning takes place in these well-intended CPD activities, and what mediating factors play an important role in teacher learning. To address this gap, this case study reports on a CE teacher＇s （]anna, pseudonym） experience in preparing for and participating in an English teaching contest. Drawing upon multiple sets of data such as teacher reflective journals, interviews, observations of group discussions, and video-recorded teaching demonstration and lesson plan presentation, the findings reveal that teacher learning takes place at a superficial level through legitimate peripheral participation, yet at a deeper level through identity crisis. Vulnerable teacher learning is also identified in the CPD activity, with differentiated learning possibilities created by the tensions between resources and power relations within the community and the teacher＇s conceptions of teaching and learning. The study concludes with implications for research of teacher learning and practice for teacher professional development.
基金supported by Shanghai University of Finance and Economics [Grant No.2019110115]the National Research Fund for Social Sciences [Grant No.16BYY178]
文摘In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers' experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.
