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.
|Title of host publication||Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language|
|Editors||Robyn MOLONEY, Hui Ling XU|
|Place of Publication||Singapore|
|Publication status||Published - 2016|
CitationLi, 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.
- Professional identity
- School context
- International school
- Identity construction
- Teacher participant