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University English Teachers' Professional Development through Academic Visits: Using Identity as a Theoretical Lens

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Title: University English Teachers' Professional Development through Academic Visits: Using Identity as a Theoretical Lens
Language: English
Authors: Ding, Feng, Yuan, Rui Eric, Curtis, Fiona
Source: Australian Journal of Teacher Education. Mar 2022 47(3):1-18.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: College Faculty, Faculty Development, Cultural Awareness, English (Second Language), Second Language Learning, Second Language Instruction, Teacher Attitudes, Professional Identity, Language Teachers, Foreign Countries, Teacher Exchange Programs
Geographic Terms: United Kingdom
ISSN: 0313-5373
1835-517X
Abstract: Academic visitor programs aim to enhance university teachers' teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants' developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357726
Database: ERIC
FullText Text:
  Availability: 0
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  Data: University English Teachers' Professional Development through Academic Visits: Using Identity as a Theoretical Lens
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Mar 2022 47(3):1-18.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: 19
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  Data: Academic visitor programs aim to enhance university teachers' teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants' developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers.
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      – Text: English
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        PageCount: 19
        StartPage: 1
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Exchange Programs
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      – SubjectFull: United Kingdom
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      – TitleFull: University English Teachers' Professional Development through Academic Visits: Using Identity as a Theoretical Lens
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