Pre-service teachers’ professional identity transformation: a positioning theory perspective

Huang, Xianhan; Wang, Chan

doi:10.1080/19415257.2021.1942143

Cited by 25 publications

(28 citation statements)

References 56 publications

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“…Teacher identity is established through negotiating different positions ( Huang and Wang, 2021 ). In the case of these novice CFL teachers, how they positioned themselves along with how they were positioned by other individuals such as teachers and students would shape who they were as teachers in New Zealand.…”

Section: Resultsmentioning

confidence: 99%

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Sun

Wang

et al. 2022

Front. Psychol.

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While there has been an increase in research on Chinese as a foreign language (CFL) teachers’ identity worldwide, limited attention has been drawn to CFL teachers’ positioning and affordances to interpret their identity construction in an overseas context. To fill the gap, this study investigated seven novice CFL teachers’ identity construction as Chinese language teachers in primary schools in New Zealand from positioning and affordance perspectives. Retrospective semi-structured interviews were adopted to understand how the novice CFL teachers were positioned, how they positioned themselves, and what affordances they perceived to be influential to their Chinese language identity construction. The findings showed that the novice CFL teachers’ identity construction was subject to the social, institutional, and individual levels of being positioned, self-positioning, and affordances. Specifically, (1) consistent self-positioning at the social, institutional, and individual levels could largely determine the novice CFL teachers’ identity construction; (2) inconsistency of identities between being positioned and self-positioning at the social, institutional, and individual levels might weaken the novice CFL teachers’ identity construction; (3) affordances as opportunities at the social, institutional, and individual levels could strengthen the novice CFL teachers’ identity construction, whereas affordances as challenges could not. The study concluded with implications and limitations to inform future research.

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Section: Resultsmentioning

confidence: 99%

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Sun

Wang

et al. 2022

Front. Psychol.

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“…These behaviors have been explored through positioning theory to study the perception of the self and the others (Harré & Dedaić, 2012). Importantly, the evolvement of identity is deeply rooted in social relations and is subjected to immediate situations (Berge & Ingerman, 2017;Huang & Wang, 2021). For example, it has been found that Covid-19 can alter self-positioning and form a collective identity by evoking the collective fate amongst people (Toprakkiran & Gordils, 2021).…”

Section: International Higher Degree Research Students and Self-forma...mentioning

confidence: 99%

“…While in positioning theory, it is predicted that individuals will readjust their social strategies and find a community that fits into their new social imaginations in the stage of positioning (Huang & Wang, 2021), Author 1 felt lost in the transition and was "surprised" because as she said, "most of my peers seek immigration chances". It could be seen that Author 1 struggled to distinguish herself from accepted social rules, including her life decision to become either a research student or employee, so her decision-making was considerably influenced by other social actors in her pre-positioned group.…”

Section: Dialectical Learning: Searching For Meaning Through Self-pos...mentioning

confidence: 99%

“…The above accounts offer insights into international students' behaviors and inner activities during the second phase of self-formation, when they conduct prepositioning, positioning, and performing (Huang & Wang, 2021). In this process, some identities are prioritized, such as Author 1's collective identity.…”

Section: Dialectical Learning: Searching For Meaning Through Self-pos...mentioning

confidence: 99%

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Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia

Lin

Shi

Zhang

2022

jis

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It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.

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“…The professional identity of a teacher is individual self-knowledge in teaching-related situations and relationships that reflects in its teaching activities, feelings of belonging, and learning experiences ( Ibarra, 1999 ; Graven and Lerman, 2003 ). It predicts teachers’ dedication to professional preparation and is a critical factor in their motivation, effectiveness, and retention ( Hong, 2010 ; Timoštšuk and Ugaste, 2010 ; Huang and Wang, 2021 ). Preservice teachers’ cognition of the teaching profession is more based on teachers as students ( Flores and Day, 2006 ; Levin and He, 2008 ; Hong, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

2022

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Preservice teachers’ professional identity is a critical factor in their motivation, effectiveness, and retention. Teaching internship can promote the transformation of professional identity and self-efficacy of preservice teachers. The internship environment also enhances students’ increasing level of learning engagement. Although much research has shown strong relationship between preservice teachers’ teaching internship and professional identity, less is known about how self-efficacy and learning engagement mediated those variables. The purpose of this study is to investigate the roles that self-efficacy and learning engagement play in the relationship between preservice teachers’ professional identities and their teaching internship experiences. The study involved 309 preservice teachers in total, and the variables were measured using questionnaires. For the data analysis, we used structural equation modeling. The study’s findings are as follows. (a) Teaching internship, professional identity, self-efficacy, and learning engagement were all significantly correlated with one another. (b) Both self-efficacy and learning engagement partially mediated the relationship between teaching internship and professional identity in a parallel manner. (c) Self-efficacy and learning engagement also sequentially mediated the relationship between teaching internship and professional identity.

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Pre-service teachers’ professional identity transformation: a positioning theory perspective

Cited by 25 publications

References 56 publications

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Novice Chinese as a foreign language teachers’ identity construction in primary schools in New Zealand from positioning and affordance perspectives

Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia

Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators

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