The Self-Development Trajectory of Chinese as a Foreign Language Teacher Identity Construction in Australia
Dados Bibliográficos
| ID | 22006607 |
|---|---|
| Autores | Zhiqiang Wang (0000-0002-5839-743X, Weifang Medical University), Zuhana Mohamed Zin (0000-0002-8202-2152, University of Technology Malaysia, autor correspondente) |
| Ano | 2025 |
| Volume | 15 |
| Fascículo | 4 |
| Data de publicação | 2025-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | SAGE Open (JOURNAL) |
| Identificadores do periódico | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251396407 |
| OpenAlex | W7107863095 |
| Idioma | EN |
| Referências citadas | 33 |
This exploratory-interpretive case study explores the process by which Chinese as a foreign language (CFL) teachers construct their professional identity through self-development in the multicultural context of Australia. Aiming to fill a gap at the intersection of teacher identity and professional development, insights are drawn from six in-depth interviews with two first language (L1) CFL teachers. Using a triple theoretical framework of self-concept, dialogical self, and self-realization, thematic analysis reveals a multi-stage trajectory of identity construction: grounded in a culturally shaped self-concept, negotiated through emotional and pedagogical adaptation, and ultimately realized through intrinsically motivated, competency-aligned professional practices. The findings also reveal framework-consistent strategies that promote the development of fundamental and advanced competencies, and emphasize the roles of personal motivation and situational adaptability in identity construction. Overall, this study proposes a theoretically grounded model of self-development for CFL teachers and provides practical insights for integrating identity exploration, emotional regulation, and teaching autonomy into language teacher education
Autonomy · Dialogical self · Foreign language · Grounded theory · Intercultural communication · Multiculturalism · Situational ethics · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Identity Process Theory
Teacher Identity in Language Teaching
The murky distinction between self-concept and self-efficacy
The L2 Motivational Self System
Significant Work Is About Self-Realization and Broader Purpose
“Hippies on the third floor”
Identity, well‐being and effectiveness
Understanding teacher identity
Self-Concept
Chinese student teachers’ teaching practicum experiences
“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context
Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research
The Nest–NNEST Divide and Teacher Identity Construction in Hong Kong Schools
L2 teacher identity development
Identity Theory and Social Identity Theory
Conceptualizing Language Teacher Education Centered on Language Teacher Identity Development
Working identities? Antagonistic discursive resources and managerial identity
The "What" and "Why" of Goal Pursuits
Conceptualizing Teacher Identity as a Complex Dynamic System
The Sociology of the Self
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |