A Comparative Study on Language Teacher Educators' Ideal Identities in China: More than Just Finding a Middle Ground

Autor/in	Yuan, Rui
Titel	A Comparative Study on Language Teacher Educators' Ideal Identities in China: More than Just Finding a Middle Ground
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 2, S.186-199 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuan, Rui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2018.1548173
Schlagwörter	Language Teachers; Professional Identity; Second Language Learning; Second Language Instruction; Foreign Countries; English (Second Language); Teacher Educators; Teacher Attitudes; Researchers; College Faculty; Context Effect; Teacher Effectiveness; Teacher Education; Comparative Analysis; China + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Researcher; Forscher; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This paper reports on a comparative study that investigates English language teacher educators' ideal identities from the dual perspectives of language teachers and teacher educators in China. Drawing on data from focus and individual interviews, the findings of the study reveal a range of identities such as 'practical expert,' 'model' and 'learner,' which were perceived by the two parties (i.e. the languages teachers and teacher educators) as pivotal for an ideal language teacher educator. On the other hand, the two parties held differing views about some identities such as 'researcher' and 'scholar' due to the contextual influences in the higher education context. The study offers some useful implications for teacher educators to develop their professional identities and improve their effectiveness in educating teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01