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- Publisher Website: 10.1016/j.tate.2019.102905
- Scopus: eid_2-s2.0-85070584121
- WOS: WOS:000491631500025
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Article: 'Of course I have changed!': A narrative inquiry of foreign teachers’ professional identities in Shenzhen, China
Title | 'Of course I have changed!': A narrative inquiry of foreign teachers’ professional identities in Shenzhen, China |
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Authors | |
Keywords | English as a foreign language Teacher professional identity Shenzhen China Narrative inquiry |
Issue Date | 2019 |
Publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate |
Citation | Teaching and Teacher Education, 2019, v. 86, p. article no. 102905 How to Cite? |
Abstract | Drawing on narrative inquiry and positioning theory this paper explores the professional identities of eight early years EFL (English Foreign Language) teachers working in Shenzhen, China. Interview data revealed that teachers draw on similar positions or categories to name and describe themselves and others. Simultaneously, adopting and rejecting positions, they create and negotiate multiple identity constructions. These constructions not only capture the teachers' interpretations of who they are in a foreign place but also provide insights into elements of the Chinese environment that affect the teachers’ narrated experience. These findings have implications for policy makers, recruiters, administrators, and teacher educators. |
Persistent Identifier | http://hdl.handle.net/10722/282266 |
ISSN | 2021 Impact Factor: 3.782 2020 SCImago Journal Rankings: 1.966 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Leigh, L | - |
dc.date.accessioned | 2020-05-05T14:32:55Z | - |
dc.date.available | 2020-05-05T14:32:55Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Teaching and Teacher Education, 2019, v. 86, p. article no. 102905 | - |
dc.identifier.issn | 0742-051X | - |
dc.identifier.uri | http://hdl.handle.net/10722/282266 | - |
dc.description.abstract | Drawing on narrative inquiry and positioning theory this paper explores the professional identities of eight early years EFL (English Foreign Language) teachers working in Shenzhen, China. Interview data revealed that teachers draw on similar positions or categories to name and describe themselves and others. Simultaneously, adopting and rejecting positions, they create and negotiate multiple identity constructions. These constructions not only capture the teachers' interpretations of who they are in a foreign place but also provide insights into elements of the Chinese environment that affect the teachers’ narrated experience. These findings have implications for policy makers, recruiters, administrators, and teacher educators. | - |
dc.language | eng | - |
dc.publisher | Elsevier Ltd . The Journal's web site is located at http://www.elsevier.com/locate/tate | - |
dc.relation.ispartof | Teaching and Teacher Education | - |
dc.subject | English as a foreign language | - |
dc.subject | Teacher professional identity | - |
dc.subject | Shenzhen | - |
dc.subject | China | - |
dc.subject | Narrative inquiry | - |
dc.title | 'Of course I have changed!': A narrative inquiry of foreign teachers’ professional identities in Shenzhen, China | - |
dc.type | Article | - |
dc.identifier.email | Leigh, L: leighlo@hku.hk | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.tate.2019.102905 | - |
dc.identifier.scopus | eid_2-s2.0-85070584121 | - |
dc.identifier.hkuros | 309785 | - |
dc.identifier.volume | 86 | - |
dc.identifier.spage | article no. 102905 | - |
dc.identifier.epage | article no. 102905 | - |
dc.identifier.isi | WOS:000491631500025 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0742-051X | - |