Understanding Novice Teachers' Identities through Metaphors: A Multi-Perspective Study

Autor/inn/en	Yuan, Rui; Liu, Wei; Yung, Kevin
Titel	Understanding Novice Teachers' Identities through Metaphors: A Multi-Perspective Study
Quelle	In: Research Papers in Education, 37 (2022) 6, S.821-839 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Rui) ORCID (Liu, Wei) ORCID (Yung, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1864771
Schlagwörter	Foreign Countries; Novices; Professional Identity; Figurative Language; School Psychologists; Secondary Education; China + Suchen Sie Ihr Suchwort? Ausland; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Sekundarbereich
Abstract	Employing 'identity' as an analytical lens, this study examined a group of novice school counselling teachers' (SCTs) professional identities in the Chinese context. Informed by a multiple, integrated theoretical perspective focusing on the cognitive, social, and emotional dimensions of teacher identities, the findings reveal five types of metaphors (i.e. cognitive, social, cognitive-emotional, social-emotional and cognitive-social-emotional) that reflect the novice SCTs' most prominent identities in their embedded institutional and social contexts. The study contributes to our understanding of SCTs' professional experiences and identity construction mediated by a range of personal (e.g. limited professional competence) and contextual factors (e.g. a lack of school support and social bias against psychological counselling). It also provides useful implications on how to promote and sustain new teachers' continuing identity development in complex school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01