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
Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual f...Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.展开更多
Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been...Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.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.
文摘Based on the narratives of four Chinese university EFL teachers＇ research experiences, this study reports on the dynamic construction of their researcher identities and the crucial socioinstitutional and individual factors that have afforded and constrained researcher identity construction. The results presented different trajectories of researcher identity construction through the EFL teachers＇ three stages of research experiences （beginning, stagnation/ development, and struggle stages） in their professional lives. Academic learning contexts such as Master＇s and PhD programs were shown to be replete with factors that contributed to the development of researcher identity, while the institutional context and the broad social context in China were exposed to be greatly constraining. Motivation, publications, academic qualifications, and networking with researchers were four important individual factors that impacted the EFL teachers＇ researcher identity construction, The findings suggest that Chinese EFL teachers raise awareness of their researcher identities, make continuous critical reflections, and exercise agency to seek opportunities for development while governments and institutions should reform the current educational and promotion systems to support EFL teachers＇ research engagement.
基金funded by a joint scholarship between China Scholarship Council(CSC)and Macquarie University,Sydney,Australia
文摘Teacher identity formation provides a direction for the development of autonomy(Huang&Benson,2013).However,the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied.To contribute to knowledge in this field,the present study investigated the relationship between teachers’attitudes toward teacher identity and teacher autonomy.We first observed 14 Chinese College English teachers’classroom teaching.Following that,we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices.Finally,we conducted semi-structured interviews to investigate these teachers’attitudes toward their identities.One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude.The findings invite us to conclude that teachers’attitudes toward their professional identity are positively associated with teacher autonomy.
