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- Publisher Website: 10.1108/JPCC-10-2022-0056
- Scopus: eid_2-s2.0-85165892941
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Article: “I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China
Title | “I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China |
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Authors | |
Keywords | Practice architectures Professional capital Teacher agency Teacher induction |
Issue Date | 29-Aug-2023 |
Publisher | Emerald Publishing Limited |
Citation | Journal of Professional Capital and Community, 2023, v. 8, n. 3, p. 184-201 How to Cite? |
Abstract | Purpose: Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored. Design/methodology/approach: This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period. Findings: Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed. Originality/value: This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction. |
Persistent Identifier | http://hdl.handle.net/10722/346055 |
ISSN | 2023 Impact Factor: 1.6 2023 SCImago Journal Rankings: 1.576 |
DC Field | Value | Language |
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dc.contributor.author | Zhu, Gang | - |
dc.contributor.author | Shen, Liang | - |
dc.contributor.author | Jiang, Lianjiang George | - |
dc.contributor.author | Yang, Biyuan | - |
dc.contributor.author | Shi, Keyuan | - |
dc.contributor.author | Mena, Juanjo | - |
dc.date.accessioned | 2024-09-07T00:30:21Z | - |
dc.date.available | 2024-09-07T00:30:21Z | - |
dc.date.issued | 2023-08-29 | - |
dc.identifier.citation | Journal of Professional Capital and Community, 2023, v. 8, n. 3, p. 184-201 | - |
dc.identifier.issn | 2056-9548 | - |
dc.identifier.uri | http://hdl.handle.net/10722/346055 | - |
dc.description.abstract | Purpose: Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored. Design/methodology/approach: This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period. Findings: Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed. Originality/value: This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction. | - |
dc.language | eng | - |
dc.publisher | Emerald Publishing Limited | - |
dc.relation.ispartof | Journal of Professional Capital and Community | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Practice architectures | - |
dc.subject | Professional capital | - |
dc.subject | Teacher agency | - |
dc.subject | Teacher induction | - |
dc.title | “I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China | - |
dc.type | Article | - |
dc.identifier.doi | 10.1108/JPCC-10-2022-0056 | - |
dc.identifier.scopus | eid_2-s2.0-85165892941 | - |
dc.identifier.volume | 8 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 184 | - |
dc.identifier.epage | 201 | - |
dc.identifier.eissn | 2056-9556 | - |
dc.identifier.issnl | 2056-9548 | - |