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ERIC Number: EJ1137451
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1916-4742
The EFL Teachers' Perceptions of Teacher Identity: A Survey of "Zhuangang" and "Non-Zhuangang" Primary School Teachers in China
Xiong, Tao; Xiong, Xiuzhen
English Language Teaching, v10 n4 p100-110 2017
"Zhuangang" (literally means "transferring post") English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between "zhuangang" and "non-zhuangang" English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p = 0.005) was observed between "zhuangang" and "non-zhuangang" English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China