"We Belong Nowhere!" Voices of Chinese Mid-Career EFL Teacher Educators at Comprehensive Universities.
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| Title: | "We Belong Nowhere!" Voices of Chinese Mid-Career EFL Teacher Educators at Comprehensive Universities. |
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| Authors: | Yan, Chunmei1 (AUTHOR) chunmei.yan@foxmail.com, He, Chuanjun1 (AUTHOR) |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Oct2025, Vol. 34 Issue 5, p1727-1735. 9p. |
| Subject Terms: | *English as a foreign language, *Teacher educators, Asians, Social theory, Neoliberalism, Identity (Psychology), Employee well-being |
| Geographic Terms: | China |
| People: | Bourdieu, Pierre, 1930-2002 |
| Abstract: | Drawing on the perspective of Bourdieu's field theory, this phenomenological study examined the professional state and challenges of six mid-career EFL (English as a foreign language) teacher educators in a regional comprehensive university in China. One-to-one semi-structured interviews were utilized to collect data. It was found that the participants experienced identity tensions and a marginalized status due to chronic heavy workload and research stagnation. Their professional state was found to have been caused by the continuous interplay between the institutional-social constraints in the neoliberalized academic field, their knowledge-focused habitus, and the chauvinistic society at large. Implications are drawn for all the parties concerned in different cultural and educational contexts to enhance the professional wellbeing of teacher educators in regional comprehensive universities. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Drawing on the perspective of Bourdieu's field theory, this phenomenological study examined the professional state and challenges of six mid-career EFL (English as a foreign language) teacher educators in a regional comprehensive university in China. One-to-one semi-structured interviews were utilized to collect data. It was found that the participants experienced identity tensions and a marginalized status due to chronic heavy workload and research stagnation. Their professional state was found to have been caused by the continuous interplay between the institutional-social constraints in the neoliberalized academic field, their knowledge-focused habitus, and the chauvinistic society at large. Implications are drawn for all the parties concerned in different cultural and educational contexts to enhance the professional wellbeing of teacher educators in regional comprehensive universities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-025-00987-x |
