Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-12-26 DOI:10.1002/tesq.3294

Kailun Wang, R. Yuan, Icy Lee

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引用次数: 0

Abstract

The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.

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探索课程改革中矛盾驱动的语文教师身份转变：一个中国故事

现有的 TESOL 文献揭示了教师身份的多层次性、动态性和情景性，但语言教师如何在课程改革中构建自己的身份，尤其是在特定目的英语（ESP）教学中，受到的关注相对有限。本研究以活动理论中的矛盾概念为理论基础，调查了一位中国大学 ESP 教师的身份转变。通过半结构式访谈、课堂观察和人工制品（政策文件和课程材料）等数据，研究结果表明，受试者通过以企业化文化和高等教育问责制度为中介的教学改革，构建了自己的身份，包括 "黑暗中漂泊的小舟"、"乐观的战士 "和 "不拘一格的人"。在身份转变的过程中，她以身份为导向，努力化解各种矛盾，寻求自身能动性与改革客体之间的微妙平衡。本研究为不同教育背景下的语文教师和其他利益相关者（如教师教育者和学校领导）提供了教师发展和课程改革方面的实用建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.