Dynamic positioning in identity development: Case studies of Chinese university English language teachers DOI
Shan Chen, Lawrence Jun Zhang, Stuart McNaughton

и другие.

Language Teaching Research, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 16, 2024

This multiple-case study examines the dynamics of identity among Chinese university teachers English as a foreign language (EFL) in response to challenges that arise from individual teaching contexts. Grounded Dialogical Self Theory (DST), investigates how these navigate conflicting pedagogies, exercise agency, and negotiate their professional identities. Through in-depth interviews classroom observations, findings demonstrate ways which participating drew on diverse position repertoires manage complexities roles. The identified several key positioning strategies, including adoption meta-positions, creation third positions, utilization promoter formation coalitions management cacophonous positioning. contribute growing body research teacher identity, highlighting dynamic complexity construction. offers implications for development programs, advocating opportunities foster critical reflection teachers’ multiple I-positions.

Язык: Английский

Dynamic positioning in identity development: Case studies of Chinese university English language teachers DOI
Shan Chen, Lawrence Jun Zhang, Stuart McNaughton

и другие.

Language Teaching Research, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 16, 2024

This multiple-case study examines the dynamics of identity among Chinese university teachers English as a foreign language (EFL) in response to challenges that arise from individual teaching contexts. Grounded Dialogical Self Theory (DST), investigates how these navigate conflicting pedagogies, exercise agency, and negotiate their professional identities. Through in-depth interviews classroom observations, findings demonstrate ways which participating drew on diverse position repertoires manage complexities roles. The identified several key positioning strategies, including adoption meta-positions, creation third positions, utilization promoter formation coalitions management cacophonous positioning. contribute growing body research teacher identity, highlighting dynamic complexity construction. offers implications for development programs, advocating opportunities foster critical reflection teachers’ multiple I-positions.

Язык: Английский

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