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Conference Paper: Rock Climbing through Narrow Spaces: Examining EAP Teachers’ Professional Identity Transformation during Career Change
| Title | Rock Climbing through Narrow Spaces: Examining EAP Teachers’ Professional Identity Transformation during Career Change |
|---|---|
| Authors | |
| Issue Date | 2019 |
| Publisher | American Educational Research Association. |
| Citation | The Annual Meeting of the American Education Research Association (AERA 2019), Toronto, Canada, 5-9 April 2019 How to Cite? |
| Abstract | In the midst of an ongoing curriculum reform in contemporary China, many General English teachers are becoming English for Academic Purposes teachers. However, little is known about the complexities of their career change. To fill this gap, this study examined how the English language teachers understand their lives during career change, providing implications for enhancing their teaching and learning experiences. Metaphors shared by four teachers in an online professional community were analysed and theorised using the concepts of narrative inquiry (Clandinin, 2000), storied metaphors (Craig, 2018) and “rhizome” (Deleuze & Guattari, 1987). Examining the complexities of teachers’ lives embodied in teachers’ metaphors offer insights into career change practices and policies in China. |
| Description | Paper Session: 67.050 - Professional Identity: Becoming Globally Competent |
| Persistent Identifier | http://hdl.handle.net/10722/278016 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Bi, X | - |
| dc.date.accessioned | 2019-10-04T08:05:49Z | - |
| dc.date.available | 2019-10-04T08:05:49Z | - |
| dc.date.issued | 2019 | - |
| dc.identifier.citation | The Annual Meeting of the American Education Research Association (AERA 2019), Toronto, Canada, 5-9 April 2019 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/278016 | - |
| dc.description | Paper Session: 67.050 - Professional Identity: Becoming Globally Competent | - |
| dc.description.abstract | In the midst of an ongoing curriculum reform in contemporary China, many General English teachers are becoming English for Academic Purposes teachers. However, little is known about the complexities of their career change. To fill this gap, this study examined how the English language teachers understand their lives during career change, providing implications for enhancing their teaching and learning experiences. Metaphors shared by four teachers in an online professional community were analysed and theorised using the concepts of narrative inquiry (Clandinin, 2000), storied metaphors (Craig, 2018) and “rhizome” (Deleuze & Guattari, 1987). Examining the complexities of teachers’ lives embodied in teachers’ metaphors offer insights into career change practices and policies in China. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting, 2019 | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Rock Climbing through Narrow Spaces: Examining EAP Teachers’ Professional Identity Transformation during Career Change | - |
| dc.type | Conference_Paper | - |
| dc.identifier.hkuros | 307007 | - |