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An Investigation of Mainland Chinese Teacher Trainees' Professional Identity Formation in a US-Based Second Language Teacher Education Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Investigation of Mainland Chinese Teacher Trainees' Professional Identity Formation in a US-Based Second Language Teacher Education Program./
作者:	Li, Qian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	199 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Foreign language instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28716950
ISBN:	9798460421282

An Investigation of Mainland Chinese Teacher Trainees' Professional Identity Formation in a US-Based Second Language Teacher Education Program.
Li, Qian.

An Investigation of Mainland Chinese Teacher Trainees' Professional Identity Formation in a US-Based Second Language Teacher Education Program. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 199 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2021.

This item must not be sold to any third party vendors.

The increase in globalization has boosted the widespread movement of ESL/EFL teachers across and within national borders. Teacher trainees from mainland China seek admissions into the United States (U.S.)-based second language (L2) teacher education programs, such as Teaching English to Speakers of Other Languages (TESOL) programs, as the first step in their academic and professional journeys as English teachers. According to the Open Doors Report, tens of thousands of Chinese teacher trainees enroll in TESOL programs in the U.S. every year. Most of these trainees will return to China and assume positions as ESL/EFL teachers. How such training processes in these TESOL programs affect teacher trainees' professional identity and result in different teaching behaviors could be significant, and thus requires in-depth investigation. The purpose of this study is to examine the professional identity formation of eight Chinese teacher trainees in a foreign and second language teacher education program during an essential stage of developing their self-perception as English language teaching (ELT) professionals. This study hypothesized that the findings and conclusions would: 1) provide information to help the next-generation ESL teachers transition to the teaching contexts in China, especially in the early steps of building fundamentals for their future career trajectories in becoming an ESL teacher, 2) reveal valuable linguistic and cultural resources for English learners, 3) provide valuable insights and information for both local and international teacher educators, as well as for institutional administrators, and policymakers to enhance English language education quality in both the United States and mainland China, 4) keep pace with the international development in the era of globalization, and 5) shed light on future investigations of the professional identity formation of Chinese teachers.

ISBN: 9798460421282Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Mainland Chinese

An Investigation of Mainland Chinese Teacher Trainees' Professional Identity Formation in a US-Based Second Language Teacher Education Program.
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