"Who Am I?" Chinese Language Teachers' Identity and Their Experiences During the Pandemic

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: Teachers' Instructional Design Decision Making (Table 11)

Abstract

Understanding a teacher's identity enables us to comprehend their experiences and choices in various situations. The research endeavors to determine how teachers' institutional (professional), interpersonal, and personal identities react to the Pandemic. This research focused on Chinese language teachers, the largest immigrant group in the United States, to promote language and culture and share their narratives about how identity has impacted their experiences and decisions since the Pandemic.
This study used a qualitative approach with surveys, interviews, and observations to investigate the formation and reformation of Chinese language teachers' identities in K-12 education contexts in the United States and to discuss the Pandemic's influence on teachers' identities.

Author

• Qiong Chen, University of Illinois at Chicago
  Presenting Author