Literaturnachweis - Detailanzeige
Autor/in | Xu, Hao |
---|---|
Titel | From the Imagined to the Practiced: A Case Study on Novice EFL Teachers' Professional Identity Change in China |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 31 (2013), S.79-86 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2013.01.006 |
Schlagwörter | Foreign Countries; Case Studies; English (Second Language); Elementary Secondary Education; Professional Identity; Longitudinal Studies; Second Language Instruction; Language Teachers; Educational Environment; Beginning Teachers; Preservice Teacher Education; Change; China Ausland; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Wandel |
Abstract | This paper reports on a four-year longitudinal case study of four Chinese EFL teachers on their professional identity change in the first years of teaching in K-12 schools in China. Teachers' cue-based and exemplar-based imagined identities formed in the pre-service stage transformed into rule-based and schema-based practiced identities in the novice stage, mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts. (Contains 1 table.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |