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School EFL Teachers’ Research Identity Construction in the Chinese University–School Community
Despite a relatively large number of studies on teachers’ identity development in the University-School community, few studies have explicitly focused on school EFL teachers’ research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL)...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262238/ https://www.ncbi.nlm.nih.gov/pubmed/35814155 http://dx.doi.org/10.3389/fpsyg.2022.897425 |
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author | Wang, Xuemei He, Yanhua |
author_facet | Wang, Xuemei He, Yanhua |
author_sort | Wang, Xuemei |
collection | PubMed |
description | Despite a relatively large number of studies on teachers’ identity development in the University-School community, few studies have explicitly focused on school EFL teachers’ research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL) teachers from three middle schools in a University–School community in China. It investigates how three teachers constructed their research identity and what factors influenced the construction of their identities within the University–School activity system from the dual perspectives of the school and university teachers. Data are collected through semi-structured narrative interviews, triangulated by documents such as meeting minutes, and then analyzed by NVivo 12. The findings of this study show that (1) the University–School collaborative program helps form a University–School community of both teaching and research; (2) in this community, school EFL teachers continuously construct their identities in a spiral process of “practitioner” and “researcher”; (3) it highlights the internal factors containing the research experience and the stage of career and the external factors including the curriculum reform context and the communication in the community. The findings carry important implications for school EFL teachers’ research identity construction and professional development in the University–School cooperation. |
format | Online Article Text |
id | pubmed-9262238 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-92622382022-07-08 School EFL Teachers’ Research Identity Construction in the Chinese University–School Community Wang, Xuemei He, Yanhua Front Psychol Psychology Despite a relatively large number of studies on teachers’ identity development in the University-School community, few studies have explicitly focused on school EFL teachers’ research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL) teachers from three middle schools in a University–School community in China. It investigates how three teachers constructed their research identity and what factors influenced the construction of their identities within the University–School activity system from the dual perspectives of the school and university teachers. Data are collected through semi-structured narrative interviews, triangulated by documents such as meeting minutes, and then analyzed by NVivo 12. The findings of this study show that (1) the University–School collaborative program helps form a University–School community of both teaching and research; (2) in this community, school EFL teachers continuously construct their identities in a spiral process of “practitioner” and “researcher”; (3) it highlights the internal factors containing the research experience and the stage of career and the external factors including the curriculum reform context and the communication in the community. The findings carry important implications for school EFL teachers’ research identity construction and professional development in the University–School cooperation. Frontiers Media S.A. 2022-06-23 /pmc/articles/PMC9262238/ /pubmed/35814155 http://dx.doi.org/10.3389/fpsyg.2022.897425 Text en Copyright © 2022 Wang and He. 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 Wang, Xuemei He, Yanhua School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title | School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title_full | School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title_fullStr | School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title_full_unstemmed | School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title_short | School EFL Teachers’ Research Identity Construction in the Chinese University–School Community |
title_sort | school efl teachers’ research identity construction in the chinese university–school community |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262238/ https://www.ncbi.nlm.nih.gov/pubmed/35814155 http://dx.doi.org/10.3389/fpsyg.2022.897425 |
work_keys_str_mv | AT wangxuemei schooleflteachersresearchidentityconstructioninthechineseuniversityschoolcommunity AT heyanhua schooleflteachersresearchidentityconstructioninthechineseuniversityschoolcommunity |