Unpacking a female language teacher's identity transformations: a perspective of multiple I-positions.

The narrative inquiry investigates the construction and evolution of a female Chinese language teacher's identity across her pre-service and in-service phases. Utilising data from interviews, class observation and written reflections, the research examines how internal and external aspects shape her identity development. It specifically explores the role of third positions, meta positions, and promoter positions drawing on the dialogical self theory.

Unpacking the Development of Chinese Preservice English as a Foreign Language Teachers' Professional Knowledge.

Efforts to improve preservice teacher education have recently focused on developing teachers' adequate pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), which are critical elements of teacher's professional knowledge, and important indicators of preparedness to teach. However, the development of the three knowledge domains of Chinese preservice English as a foreign language (EFL) teachers is surprisingly under-researched. To fill this gap, this study examined the development of the three knowledge domains of a group of Chinese preservice EFL teachers at different stages of a teacher education program.

Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform.

Curriculum reform urges teachers to constantly reflect on existing identities and develop probably whole new identities. Yet, in the wake of the poststructuralist view of identity as a complex matter of the social and the individual, of discourse and practice, and of agency and structure, teacher identity is a process of arguing for themselves and hence ethical and political in nature. Drawing on Foucault's notion of ethical self-formation and its adoption by Clarke (2009a) "Diagram for Doing Identity Work" in teacher education research, this 2-year-long case study explores how two Chinese English-as-foreign-language (EFL) teachers engaged in identity work in a changing curricular landscape.

University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective.

As a relatively new dimension of student engagement, agentic engagement has received growing research interest in recent years, as it not only predicts academic achievement and other positive outcomes, but also benefits reciprocal teacher-student relations. In the educational context, teachers' teaching style exerts a crucial impact on students' engagement. However, research on how perceived teachers' teaching style influences students' agentic engagement is inconclusive.

Understanding the Development of Chinese EFL Student-Teachers' Pedagogical Content Knowledge.

Efforts to improve student-teacher education have recently focused on developing adequate Pedagogical Content Knowledge (PCK) as a critical element for effective preparation. Despite many initiatives implemented in teacher education programs, however, their effectiveness in developing student-teachers' PCK and factors affecting the PCK development are under-researched and evidenced. Drawing upon theories about and research on PCK, this study examined whether a recently updated 2-year teacher education program could develop student-teachers' PCK effectively and explored what factors influencing the PCK development of student-teachers with different developmental trajectories.