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ABSTRACT
The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers’ professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework that identified emergent salient themes. All the preliminary results indicated major constraints in their experiences as first-year EFL teachers in the current Chinese university context. The discussion reflects on their newly negotiated and renegotiated identity after having suffered particular dilemmas in addition to the general difficulties, and how these processes have further reformulated their outlook in ways they did not expect.
Acknowledgments
The author is very grateful to Professor Ian Menter, who has read through the paper twice and offered valuable suggestions and comments as well as modifications. Th author deeply thanks also the anonymous reviewers’ insightful comments, which have guided him to improve the quality and clarity of the paper.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. 211/985: Project 211 was the Chinese government’s new endeavour aimed at strengthening about 100 institutions of higher education as a national priority for the 21st century. Project 985 was a project to promote the Chinese higher education system by funding 39 world-class universities among 211 universities in the 21st century.
Additional information
Notes on contributors
Ping Wang
Dr. Ping Wang is Professor at School of Foreign Languages, Jiangsu University of Science and Technology, China. His teaching and research interests are mainly in applied linguistics, and language teacher education. He has published more than 50 articles and 2 monographs.