From the Imagined to the Practiced: A Case Study on Novice EFL Teachers' Professional Identity Change in China

Autor/in	Xu, Hao
Titel	From the Imagined to the Practiced: A Case Study on Novice EFL Teachers' Professional Identity Change in China
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 31 (2013), S.79-86 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2013.01.006
Schlagwörter	Foreign Countries; Case Studies; English (Second Language); Elementary Secondary Education; Professional Identity; Longitudinal Studies; Second Language Instruction; Language Teachers; Educational Environment; Beginning Teachers; Preservice Teacher Education; Change; China + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Wandel
Abstract	This paper reports on a four-year longitudinal case study of four Chinese EFL teachers on their professional identity change in the first years of teaching in K-12 schools in China. Teachers' cue-based and exemplar-based imagined identities formed in the pre-service stage transformed into rule-based and schema-based practiced identities in the novice stage, mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10