Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model
Abstract Teacher identity exploration in English language teacher education has taken on a heightened level of significance. Despite extensive research on pre-service English teachers’ initial pedagogical experiences, there remains a notable gap in understanding their transformations during and afte...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-04-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
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| Online Access: | https://doi.org/10.1186/s40862-024-00316-7 |
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| author | Jiahua Ye Wenbo Fan Yongxiang Wang |
| author_facet | Jiahua Ye Wenbo Fan Yongxiang Wang |
| author_sort | Jiahua Ye |
| collection | DOAJ |
| description | Abstract Teacher identity exploration in English language teacher education has taken on a heightened level of significance. Despite extensive research on pre-service English teachers’ initial pedagogical experiences, there remains a notable gap in understanding their transformations during and after teaching practice. To bridge this research gap, this study utilizes a semi-structured interview with 30 Chinese pre-service teachers to obtain deep insights into the shifts in Chinese EFL pre-service teachers’ professional identities before and after their practicum, with a pointed focus on the effects of the intersubjectivity foreign language teaching model (the intersubjectivity FLT model). This model, as investigated in this study, emphasizes collaborative participation, equitable dialogue, multiple integration, and a dynamic classroom environment. With MAXQDA software (v. 2024), thematic analysis revealed critical insights into Chinese EFL pre-service teachers’ identity shifts, driven by the intersubjectivity FLT model. This study finds that teachers transitioned from static authority to adaptable, engaged participants, facilitated by the integration of multiple dialogue and the model’s unifying role in connecting practicum, student feedback, and reflection for cohesive identity development. This study presents implications for refining the theoretical framework within the domain of English teacher education, providing invaluable insights for the professional development of pre-service teachers. |
| format | Article |
| id | doaj-art-3dba3b1684f74e8a87640c3e57f0281a |
| institution | OA Journals |
| issn | 2363-5169 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj-art-3dba3b1684f74e8a87640c3e57f0281a2025-08-20T02:12:01ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692025-04-0110111810.1186/s40862-024-00316-7Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT modelJiahua Ye0Wenbo Fan1Yongxiang Wang2School of Teacher Education, Nanjing Normal UniversitySchool of Teacher Education, Nanjing Normal UniversitySchool of Foreign Languages and Cultures, Nanjing Normal UniversityAbstract Teacher identity exploration in English language teacher education has taken on a heightened level of significance. Despite extensive research on pre-service English teachers’ initial pedagogical experiences, there remains a notable gap in understanding their transformations during and after teaching practice. To bridge this research gap, this study utilizes a semi-structured interview with 30 Chinese pre-service teachers to obtain deep insights into the shifts in Chinese EFL pre-service teachers’ professional identities before and after their practicum, with a pointed focus on the effects of the intersubjectivity foreign language teaching model (the intersubjectivity FLT model). This model, as investigated in this study, emphasizes collaborative participation, equitable dialogue, multiple integration, and a dynamic classroom environment. With MAXQDA software (v. 2024), thematic analysis revealed critical insights into Chinese EFL pre-service teachers’ identity shifts, driven by the intersubjectivity FLT model. This study finds that teachers transitioned from static authority to adaptable, engaged participants, facilitated by the integration of multiple dialogue and the model’s unifying role in connecting practicum, student feedback, and reflection for cohesive identity development. This study presents implications for refining the theoretical framework within the domain of English teacher education, providing invaluable insights for the professional development of pre-service teachers.https://doi.org/10.1186/s40862-024-00316-7EFL teacherPre-service teacherThe intersubjectivity foreign language teaching modelTeacher’s professional identityTeaching practicum |
| spellingShingle | Jiahua Ye Wenbo Fan Yongxiang Wang Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model Asian-Pacific Journal of Second and Foreign Language Education EFL teacher Pre-service teacher The intersubjectivity foreign language teaching model Teacher’s professional identity Teaching practicum |
| title | Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model |
| title_full | Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model |
| title_fullStr | Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model |
| title_full_unstemmed | Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model |
| title_short | Decoding identity shifts in Chinese EFL pre-service teachers: insights from the intersubjectivity FLT model |
| title_sort | decoding identity shifts in chinese efl pre service teachers insights from the intersubjectivity flt model |
| topic | EFL teacher Pre-service teacher The intersubjectivity foreign language teaching model Teacher’s professional identity Teaching practicum |
| url | https://doi.org/10.1186/s40862-024-00316-7 |
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