Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students DOI Creative Commons
Ngo Cong-Lem, Khoa Dang Truong, Boyi Zhu

и другие.

Language Learning Journal, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Май 17, 2024

This research explored the identities and agency of Asian international TESOL doctoral students at a large Australian university, employing sociocultural perspective collaborative autoethnography with qualitative content analysis. The study revealed that these navigated complex, co-evolving – including learner, early-career researcher, academic shaped by their prior professional experiences. It highlighted significant identity tensions influenced temporal dimensions experiences, where past current identities, as well imagined future selves, informed decisions coping strategies. interplay was conceptualised through Vygotsky's concept perezhivanie, reflecting how personal situational factors coalesced to impact trajectories. A conceptual model, findings, illustrated were mediated experiences situationally catalysed tensions. formative episodes in learning experience, offering insights into challenges developmental trajectories students. further substantiates value for understanding supporting growth this cohort.

Язык: Английский

Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students DOI Creative Commons
Ngo Cong-Lem, Khoa Dang Truong, Boyi Zhu

и другие.

Language Learning Journal, Год журнала: 2024, Номер unknown, С. 1 - 16

Опубликована: Май 17, 2024

This research explored the identities and agency of Asian international TESOL doctoral students at a large Australian university, employing sociocultural perspective collaborative autoethnography with qualitative content analysis. The study revealed that these navigated complex, co-evolving – including learner, early-career researcher, academic shaped by their prior professional experiences. It highlighted significant identity tensions influenced temporal dimensions experiences, where past current identities, as well imagined future selves, informed decisions coping strategies. interplay was conceptualised through Vygotsky's concept perezhivanie, reflecting how personal situational factors coalesced to impact trajectories. A conceptual model, findings, illustrated were mediated experiences situationally catalysed tensions. formative episodes in learning experience, offering insights into challenges developmental trajectories students. further substantiates value for understanding supporting growth this cohort.

Язык: Английский

Процитировано

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