ERIC Number: EJ1002783
Record Type: Journal
Publication Date: 2013-Apr
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-051X
EISSN: N/A
From the Imagined to the Practiced: A Case Study on Novice EFL Teachers' Professional Identity Change in China
Xu, Hao
Teaching and Teacher Education: An International Journal of Research and Studies, v31 p79-86 Apr 2013
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.)
Descriptors: 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
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A