NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1092668
Record Type: Journal
Publication Date: 2016-May
Pages: 7
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-2324-805X
A Narrative Inquiry of Identity Formation of EFL University Teachers
Cheng, Xiangli
Journal of Education and Training Studies, v4 n5 p1-7 May 2016
Drawing on narrative inquiry, the present study aims to investigate the trajectory of identity formation of EFL university teachers. Two types of data are collected. One type comes from life histories of Hyland (2014), Nunan (2011) and Widdowson (2009), and the other type comes from semi-structured interviews with three excellent university teachers. With the first group of data, a thematic analysis of narratives is conducted. With the second group of data, a narrative analysis is done. The trajectory of identity formation for the first group is linear, revealing the three renowned applied linguists transforming from inexperienced EFL teachers to PhD researchers, and ultimately to applied linguists specializing in a specific field. Sharing similarities to the first group in the first two stages, the trajectory of identity formation for the second group is more like a loop, which is characterized as both an EFL learner and an EFL teacher through the entire career.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China