期刊
TEACHING AND TEACHER EDUCATION
卷 27, 期 3, 页码 589-597出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2010.10.013
关键词
Language teacher identity; Community of practice; New work order; Negotiation; Participation; Narrative inquiry
This paper investigates how an EFL teacher negotiates her identity to adapt to the 'new work order' in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that teachers need to shift their identities to survive change. Exclusion from the workplace community of practice can be seen as an alternative form of participation in the reform practices. (C) 2010 Elsevier Ltd. All rights reserved.
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