Professional Identity Development of University-Based Teacher Educators in China

• In Event: 42.055 - Teacher Identities and Global Contexts: Teacher Preparation, Development, and Decision Making

Abstract

This paper reports on a mixed method study that investigated the professional identity development of university-based teacher educators (UBTEs) in China. Drawing upon a conceptual framework that incorporates both cognitive and sociocultural perspectives of identity construction and using survey and in-depth interviews, we examine how Chinese UBTEs think of themselves as teacher educators. We find that the participants simultaneously enact multiple roles as college teachers, teachers of teachers, researchers, and teachers in the generic sense, which collectively constitute their identity as teacher educators. This study also discusses factors that have influenced their identity as teacher educators, including years of working, education, professional ranking, and institutional environment. Implications for research and teacher education programs are discussed.

Authors

• Weijia Wang, University of Washington - Seattle

• Yiting Chu, University of Louisiana at Monroe