Teacher Identity Development Through Action Research: A Chinese Experience

• In Event: 52.054 - Action Research and Teaching: Preservice and in Context

Abstract

Abstract
This study explores two language teachers’ identity development through action research (AR) facilitated by university researchers in China. Informed by the theory of “community of practice” (Wenger, 1998) and drawing on the data from interviews and the teachers’ AR reports, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development, leading to their transformation from “craftsman” to “teacher researcher”, from “lonely fighter” to “collaborator”, and from “housekeeper” to “change agent”. Such change can be attributed to their engagement and practice in different communities of practice. This paper concludes with some implications for teachers, teacher educators and school leaders with respect to teachers’ continuing professional development through AR.

Authors

• Rui Yuan, The Chinese University of Hong Kong

• Wei Liao, Beijing Normal University

• Hong Zhang, Southwest University