“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions
Abstract Studies of EFL teachers’ professional identity have experienced a sociological turn. As a result, much research attention has been showered upon exploring EFL teachers’ identity construction under the multiple interactions of individual and social factors. However, there are few documented...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-01-01
|
| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-024-00304-x |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841544941943128064 |
|---|---|
| author | Han Shi Yunsong Wang Yongliang Wang |
| author_facet | Han Shi Yunsong Wang Yongliang Wang |
| author_sort | Han Shi |
| collection | DOAJ |
| description | Abstract Studies of EFL teachers’ professional identity have experienced a sociological turn. As a result, much research attention has been showered upon exploring EFL teachers’ identity construction under the multiple interactions of individual and social factors. However, there are few documented studies concerning the EFL teachers at tutoring institutions, as a marginalized community of teachers. To this end, the present study drew on the narrative inquiry and case study to indicate the dynamic trajectories of identity construction among EFL teachers at tutoring institutions under the “Double Reduction” policy. 8 EFL teachers were recruited from Chinese tutoring institutions to participate in the semi-structural interviews. The analysis elucidated identity construction of EFL teachers at tutoring institutions from a sociocultural perspective. The construction path could fall into three-story constellations: the initial stage (idealized and flat), the exploratory stage (unstable and insufficient) and the renewal stage (thoughtful and far-sighted). Meanwhile, identity construction has also undergone four changes: enthusiast, victim but explorer, and aspirant. These outcomes may offer critical implications for policymakers and teacher educators to recognize and support the professional development of teachers at tutoring institutions amid policy shifts and contextual challenges. |
| format | Article |
| id | doaj-art-e5f505b286e04aa4be744ee30136a483 |
| institution | Kabale University |
| issn | 2363-5169 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj-art-e5f505b286e04aa4be744ee30136a4832025-01-12T12:10:17ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692025-01-0110112010.1186/s40862-024-00304-x“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutionsHan Shi0Yunsong Wang1Yongliang Wang2School of Foreign Languages and Cultures, Nanjing Normal University, Gulou DistrictSchool of Foreign Languages and Cultures, Nanjing Normal University, Gulou DistrictSchool of Foreign Studies, North China University of Water Resources and Electric PowerAbstract Studies of EFL teachers’ professional identity have experienced a sociological turn. As a result, much research attention has been showered upon exploring EFL teachers’ identity construction under the multiple interactions of individual and social factors. However, there are few documented studies concerning the EFL teachers at tutoring institutions, as a marginalized community of teachers. To this end, the present study drew on the narrative inquiry and case study to indicate the dynamic trajectories of identity construction among EFL teachers at tutoring institutions under the “Double Reduction” policy. 8 EFL teachers were recruited from Chinese tutoring institutions to participate in the semi-structural interviews. The analysis elucidated identity construction of EFL teachers at tutoring institutions from a sociocultural perspective. The construction path could fall into three-story constellations: the initial stage (idealized and flat), the exploratory stage (unstable and insufficient) and the renewal stage (thoughtful and far-sighted). Meanwhile, identity construction has also undergone four changes: enthusiast, victim but explorer, and aspirant. These outcomes may offer critical implications for policymakers and teacher educators to recognize and support the professional development of teachers at tutoring institutions amid policy shifts and contextual challenges.https://doi.org/10.1186/s40862-024-00304-x“Double Reduction” policyEFL teachers at tutoring institutionsProfessional identity constructionSociocultural theory |
| spellingShingle | Han Shi Yunsong Wang Yongliang Wang “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions Asian-Pacific Journal of Second and Foreign Language Education “Double Reduction” policy EFL teachers at tutoring institutions Professional identity construction Sociocultural theory |
| title | “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions |
| title_full | “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions |
| title_fullStr | “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions |
| title_full_unstemmed | “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions |
| title_short | “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions |
| title_sort | not waiting for the storm to pass but dancing in the rain professional identity construction of efl teachers at tutoring institutions |
| topic | “Double Reduction” policy EFL teachers at tutoring institutions Professional identity construction Sociocultural theory |
| url | https://doi.org/10.1186/s40862-024-00304-x |
| work_keys_str_mv | AT hanshi notwaitingforthestormtopassbutdancingintherainprofessionalidentityconstructionofeflteachersattutoringinstitutions AT yunsongwang notwaitingforthestormtopassbutdancingintherainprofessionalidentityconstructionofeflteachersattutoringinstitutions AT yongliangwang notwaitingforthestormtopassbutdancingintherainprofessionalidentityconstructionofeflteachersattutoringinstitutions |