Emotional Tensions as Rewards: An Emerging Teacher Leader's Identity Construction in EFL Textbook Development

Autor/inn/en	Gao, Yuan; Cui, Yaqiong
Titel	Emotional Tensions as Rewards: An Emerging Teacher Leader's Identity Construction in EFL Textbook Development
Quelle	In: TESOL Journal, 14 (2023) 1, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cui, Yaqiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.689
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Textbook Preparation; English for Academic Purposes; Longitudinal Studies; Case Studies; Language Teachers; Faculty Development; Educational Change; Professional Identity; Personal Narratives; Emotional Response; Foreign Countries; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrbucharbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Bildungsreform; Erlebniserzählung; Emotionales Verhalten; Ausland
Abstract	Textbook development plays an important role in teacher development and educational reforms. Although research has examined how textbook creation may afford teacher identity (re)formation, attention has rarely been given to how this process informs leadership identity construction, especially in times of educational change when leaders often serve dual roles: the role of seeking new teacher identity construction and the role of leader to guarantee the success of textbook development and thus the reform. The construction of both roles may involve great efforts to manage challenges and tensions encountered during the textbook creation process. Grounded in the Douglas Fir Group's (2016) framework of multilayered complexity of language development and situated in a Chinese higher education context, this 3-year longitudinal case study examined how Gee, a newcomer in English for Academic Purposes (EAP) teaching who also led the reform team, formed her identities as both an EAP teacher and a reform leader through her active tension engagement with an EAP textbook development process. Through Gee's narrations, we found that her emotional tensions were negotiated as a rewarding agentive resource for textbook development, from which she also learned to build her interactively co-reinforcing EAP teacher and reform leader identities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01