“Learning Well Means Teaching Well?” Identity Construction of Elite Graduates as Schoolteachers in China

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 08: Teachers’ Lives, Identities, and Journeys Virtual Poster Session

Abstract

As the global teaching workforce increasingly incorporates alternatively certified teachers, elite graduates as schoolteachers (EGS) in China have garnered significant attention in light of initiatives aimed at developing a high-quality teaching workforce. Nonetheless, they may encounter multifaceted processes of identity construction under tensions. To enrich the understanding of their professional becoming, this qualitative research examined the identity construction of 8 EGS utilizing a cultural-historical activity theory framework. The study identified four types of tensions encountered by EGS, as well as their emotional and agentive responses to these tensions. The results indicate that the primary cause of the tensions is the challenge of sustaining consistent objectives across various activities. It also prompts us to consider the equity within diverse teaching workforce.

Authors

• Zhehan Zheng, University at Buffalo - SUNY

• Jingning He, University at Buffalo - SUNY