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Article: Complexities of identity formation: A narrative inquiry of an EFL teacher

TitleComplexities of identity formation: A narrative inquiry of an EFL teacher
Authors
Issue Date2007
PublisherTeachers of English to Speakers of Other Languages. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679
Citation
TESOL Quarterly, 2007, v. 41 n. 4, p. 657-680 How to Cite?
AbstractThis article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as he struggled with multiple identities, the interplay between reification and negotiation of meanings, and the institutional construction and his personal reconstruction of identities. The stories of Minfang highlighted the complex relationships between membership, competence, and legitimacy of access to practice; between the appropriation and ownership of meanings, the centrality of participation, and the mediating role of power relationships in the processes of identity formation.
Persistent Identifierhttp://hdl.handle.net/10722/178230
ISSN
2015 Impact Factor: 1.513
2015 SCImago Journal Rankings: 1.460
References

 

DC FieldValueLanguage
dc.contributor.authorTsui, ABMen_US
dc.date.accessioned2012-12-19T09:43:33Z-
dc.date.available2012-12-19T09:43:33Z-
dc.date.issued2007en_US
dc.identifier.citationTESOL Quarterly, 2007, v. 41 n. 4, p. 657-680en_US
dc.identifier.issn0039-8322en_US
dc.identifier.urihttp://hdl.handle.net/10722/178230-
dc.description.abstractThis article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as he struggled with multiple identities, the interplay between reification and negotiation of meanings, and the institutional construction and his personal reconstruction of identities. The stories of Minfang highlighted the complex relationships between membership, competence, and legitimacy of access to practice; between the appropriation and ownership of meanings, the centrality of participation, and the mediating role of power relationships in the processes of identity formation.en_US
dc.languageengen_US
dc.publisherTeachers of English to Speakers of Other Languages. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679en_US
dc.relation.ispartofTESOL Quarterlyen_US
dc.titleComplexities of identity formation: A narrative inquiry of an EFL teacheren_US
dc.typeArticleen_US
dc.identifier.emailTsui, ABM: bmtsui@hkucc.hku.hken_US
dc.identifier.authorityTsui, ABM=rp00062en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1002/j.1545-7249.2007.tb00098.x-
dc.identifier.scopuseid_2-s2.0-38949164722en_US
dc.identifier.hkuros148747-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-38949164722&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume41en_US
dc.identifier.issue4en_US
dc.identifier.spage657en_US
dc.identifier.epage680en_US
dc.identifier.eissn1949-3533-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridTsui, ABM=7006812714en_US

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