CFL teacher identity construction: A core element of future innovative practice

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Teacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context. Copyright © 2016 Springer Science+Business Media Singapore.
Original languageEnglish
Title of host publicationExploring innovative pedagogy in the teaching and learning of Chinese as a foreign language
EditorsRobyn MOLONEY, Hui Ling XU
Place of PublicationSingapore
PublisherSpringer
Pages177-192
ISBN (Electronic)9789812877727
ISBN (Print)9789812877710
DOIs
Publication statusPublished - 2016

Citation

Li, Z. (2016). CFL teacher identity construction: A core element of future innovative practice. In R. Moloney & H. L. Xu (Eds.), Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language (pp. 177-192). Singapore: Springer.

Keywords

  • Professional identity
  • School context
  • International school
  • Identity construction
  • Teacher participant

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