A comparative study on language teacher educators' ideal identities in China: More than just finding a middle ground

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Abstract

This paper reports on a comparative study that investigates English language teacher educators' ideal identities from the dual perspectives of language teachers and teacher educators in China. Drawing on data from focus and individual interviews, the findings of the study reveal a range of identities such as 'practical expert,' 'model' and 'learner,' which were perceived by the two parties (i.e. the languages teachers and teacher educators) as pivotal for an ideal language teacher educator. On the other hand, the two parties held differing views about some identities such as 'researcher' and 'scholar' due to the contextual influences in the higher education context. The study offers some useful implications for teacher educators to develop their professional identities and improve their effectiveness in educating teachers. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)186-199
JournalJournal of Education for Teaching
Volume45
Issue number2
Early online dateDec 2018
DOIs
Publication statusPublished - 2019

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educator
China
teacher
language
teacher of languages
English language
expert
interview
education
Group

Citation

Yuan, R. (2019). A comparative study on language teacher educators' ideal identities in China: More than just finding a middle ground. Journal of Education for Teaching, 45(2), 186-199. doi: 10.1080/02607476.2018.1548173

Keywords

  • Ideal identities
  • Teacher educators
  • Higher education
  • A comparative perspective