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Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the co...

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Autores principales: Chen, Mo, Zhang, Wenli, Zheng, Qun
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10457012/
https://www.ncbi.nlm.nih.gov/pubmed/37637911
http://dx.doi.org/10.3389/fpsyg.2023.1190312
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author Chen, Mo
Zhang, Wenli
Zheng, Qun
author_facet Chen, Mo
Zhang, Wenli
Zheng, Qun
author_sort Chen, Mo
collection PubMed
description Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.
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spelling pubmed-104570122023-08-26 Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers Chen, Mo Zhang, Wenli Zheng, Qun Front Psychol Psychology Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided. Frontiers Media S.A. 2023-08-11 /pmc/articles/PMC10457012/ /pubmed/37637911 http://dx.doi.org/10.3389/fpsyg.2023.1190312 Text en Copyright © 2023 Chen, Zhang and Zheng. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chen, Mo
Zhang, Wenli
Zheng, Qun
Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title_full Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title_fullStr Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title_full_unstemmed Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title_short Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers
title_sort academic literacy development and professional identity construction in non-native english-speaking novice english language teachers
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10457012/
https://www.ncbi.nlm.nih.gov/pubmed/37637911
http://dx.doi.org/10.3389/fpsyg.2023.1190312
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