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ERIC Number: EJ989949
Record Type: Journal
Publication Date: 2012-Sep
Pages: 11
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0039-8322
Imagined Community Falling Apart: A Case Study on the Transformation of Professional Identities of Novice ESOL Teachers in China
Xu, Hao
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v46 n3 p568-578 Sep 2012
Many novice teachers experience a "reality shock" during the transition from teacher education programs to the first years of teaching, due to the unpredictable and dynamic nature of authentic educational contexts. To better understand novice teachers in transition, research on teaching English to speakers of other languages (ESOL) has explored their shifting behaviors and beliefs during the first years of teaching. However, this line of research has rarely examined the transformation of professional identities of novice ESOL teachers in a comprehensive way that allows for a broader understanding of the reality shock from the teachers' own perspectives. In order to address this gap in the literature, this article reports on a 3-year longitudinal case study of the transformation of the professional identities of four Chinese ESOL teachers during the first years of teaching in K-12 schools in China. The article highlights how these novice teachers' professional identities changed from the initial imagined identities formed in the preservice stage to the practiced identities constructed in the novice stage. (Contains 6 footnotes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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