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Indentity construction of ESP teachers in a Chinese University - Coggle…
Indentity construction of ESP teachers in a Chinese University
Introduction
this paper addresses teachers' professional identity struggles as mediated by ongoing educational changes in mainland Chinese University.
the public expectation that college graduates should be able to use English to engage in a wide range of international communication activities and in different disciplinary areas.
The aim of this paper, is to explore ESP teachers' identity struggle and shed some light on the complexity of becoming an ESP teacher in a tertiary setting.
Abstract
This study draws on life-history interview data to examine the identity construction and negotiation of 8 ESP teachers at a Chinese University.
As English language teachers are increasingly expected to equip university graduates with ESP skills in diverse educational contexts, more attention and support are needed to facilitate ESP teachers' professional development and hence identity formation.
Teacher identity.плалплашпше
4 features of teachers' professional identity
an ongoing process
person and context
sub-identities
agency
a framework
how to be
how to act
how to understand
Analytic framework
An adopted model of frames of ESP teacher identity.
Global
Societal
Institutional
Teacher identity
Economic
Instructional
Disciplinary
Professional
Vocational
4.The study
1) Research context
2) Participants
3) Data collection and analysis
Findings
Corporate training allows ESP teachers to interact and maintain connections with industry professionals who value and reword their ESP expertise.
Corporate training provides engagement in the process of fulfilling their social responsibilities, as well as opportunity to transcend institutions.
This thenhelps them realise their potential in the broader context and attain a more positive perspective toward being an ESP teacher.
6.Discussion
more attention must be paid to continuing teacher development
It is important to language teachers whose work environment is undergoing transformationand who in responce are required to teach and do research in ESP/EAP
their comprehension of real societal needs
ESP teachers are evaluated on the basis of research output at the university, in line with the misson to produse and disseminate knowledge, and this shapes how they participate and position themselves in the work place.
ESP teachers are also social agents in the societal context