Identity of Novice International Chinese Language Teachers : A Narrative Research Based on Ms.Y in a Chinese University
Keywords:
International Chinese language, Novice teachers, Identity, Narrative researchAbstract
The identity recognition of teachers plays a central role in the professional development
of teachers. The narrative research method based on narrative texts helps to explore the
changes and growth of international Chinese novice teachers in their identity recognition.
This study uses interviews and classroom observations to adopt a qualitative narrative
research method to showcase the educational, internship, and teaching experiences of a
novice international Chinese teacher. Using the theory of human developmental ecology, the
study divides the individual development influence system into five dimensions of
micro-system, meso-system, macro-system, trans-system, and diachronic system, and
explores the factors that influence the construction of international Chinese teachers' identity
recognition. Finally, the study proposes strategies to alleviate the identity recognition
problems of novice international Chinese teachers.
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