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ERIC Number: EJ1002783
Record Type: Journal
Publication Date: 2013-Apr
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
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.)
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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