NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1219170
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0267-1522
Influence of Training on Taiwanese Elementary School English Teachers' Professional Identity Construction
Chien, Chin-Wen
Research Papers in Education, v34 n4 p499-520 2019
English teachers' professional identity construction is an on-going process of identification and negotiation of personal self-roles, prior experiences in learning and teaching, and the roles promoted by institutional and social practices. Based on the conceptual framework adopted from Wetzler's (2010) Key Drivers of Teacher Learning, documents, interviews, and observation notes were used to analyse 19 Taiwanese elementary school English teachers' professional identity construction during the series of training sessions. The study produced some major findings. First, participants' professional identities were viewed by different types of agency, constructed through situations, and fostered via different kinds of connections. Secondly the training sessions led English teachers to exercise their reflective practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A