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| Autor/inn/en | Ding, Feng; Yuan, Rui Eric; Curtis, Fiona |
|---|---|
| Titel | University English Teachers' Professional Development through Academic Visits: Using Identity as a Theoretical Lens |
| Quelle | In: Australian Journal of Teacher Education, 47 (2022) 3, S.1-18, Artikel 1 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | College Faculty; Faculty Development; Cultural Awareness; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Professional Identity; Language Teachers; Foreign Countries; Teacher Exchange Programs; United Kingdom |
| Abstract | Academic visitor programs aim to enhance university teachers' teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants' developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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