The complexity of professional identity
Chinese university teachers teaching in physical education teacher education (Pete) programmes
Dados Bibliográficos
| ID | 21496435 |
|---|---|
| Autores | Yueying Gong (0000-0002-5478-2306, University of Limerick, autor correspondente), Ann-Marie Young (0000-0003-1050-7924, University of Limerick), Ann Macphail (0000-0003-1875-0582, University of Limerick) |
| Ano | 2023 |
| Volume | 46 |
| Fascículo | 4 |
| Páginas | 707-726 |
| Data de publicação | 2023-08-08 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | European Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2021.1972967 |
| OpenAlex | W3198584018 |
| Idioma | EN |
| Citações recebidas | 12 |
| Referências citadas | 31 |
In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term ‘teacher educator’. Noting the diverse responsibilities and teaching to different groups of students, the majority of the participants perceived their professional identity more as university teachers than as teacher educators. One of the most significant factors positively impacting participants’ professional identity as teacher educators was their level of interaction with pre-service teachers. There is a need for future research on the diverse work of university teachers involved in teacher education and how their multifaceted roles and responsibilities may influence professional identity as teacher educators
Faculty Development · Mathematics education · Pedagogy · Professional development · Teacher education · Inclusion and Disability in Education and Sport · Physical Education and Pedagogy · Psychology · Teacher Education and Leadership Studies
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Model Construction of Chinese Preservice Physical Education Teachers’ Perception of Social Media
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Exploring burnout, professional identity, and psychological capital in Chinese secondary school teachers
A pilot study of early childhood teachers’ views on teaching a structured physical education curriculum
Identifying school-based teacher educators’ professional learning needs
Who do they think they are? Professional identity of Chinese university-based teacher educators
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
Embodied understandings of academic resonance within Sport, Health and Physical Education contexts
The Paradoxical Identity of Chinese Speech-Language Pathologists in the Clinical Practice Context of Pediatrics
Employing the lens of andragogy theory to understand Vietnamese tertiary EFL lecturers’ perceived needs for professional development (PD)
Sage Handbook of Mixed Methods in Social & Behavioral Research
Teacher educators’ identity
Teacher educators’ professional learning
Understanding university-based teacher educators’ boundary crossing experiences
Novice nontraditional teacher educators’ identity (re)construction in higher education
Teacher educators’ professional trajectories
Professional learning and development needs of Chinese university-based physical education teacher educators
Mixed Methods Sampling
Physical education teacher educators
Becoming a teacher educator
Reconsidering research on teachers’ professional identity
Basics of Qualitative Research
Naturalistic inquiry
Determining Validity in Qualitative Inquiry
| Obras citantes distintas | 12 |
|---|---|
| Citações por ano | 4 |
| Intervalo de citações | 2023 - 2026 (4) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 10 |