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題名 以定位理論探討一位補習班英語老師的敘事
Positioning and Being Positioned－A Narrative Inquiry on a Buxiban English Teacher in Taiwan
作者 廖惠萱
Liao, Huei-Hsuan
貢獻者 招靜琪
Chao, Chin-chi
廖惠萱
Liao, Huei-Hsuan
關鍵詞 英語老師
補習班
身分
定位
敘事
英語教育
Identity
Positioning
English teacher
Buxiban
Cram school
English education
日期 2020
上傳時間 3-Aug-2020 18:34:06 (UTC+8)
摘要 在臺灣教育體制下存在著兩種英語老師：一種是學校英語老師而另一種是補習班老師。大部分的學術研究探究學校老師的身分認知與建構，而很少人深入補習班老師。本質性研究以一位臺灣教育體制下的補習班老師如何定位自己和如何看待他人定位為題，探討台灣英語教育體制下，一位補習班老師的身分認知與建構。
研究參與者是一位台籍的英語補習班老師，在補習班從事英語教學工作有八年之久，並曾在不同類型的補習班任教過。藉由合作敘事探究，本研究發現老師的身分認知與建構緊繫於他自身學習經驗，且老師過去學習的經驗，包括他自己曾經遇過的老師，可左右其教師信念與教學。
透過本論文之研究，研究者提出補習班老師能夠藉由定位學校老師而建立自己的專業身分認知，再藉由不承認社會大眾對他的定位而找出自己在教師工作上的特殊價值。
In Taiwanese educational contexts, there are two groups of English teachers. One is school English teachers and the other one is buxiban English teachers. Most of the studies investigated identity construction of school teachers, overlooking how buxiban teachers construct their own teacher identity. This study addresses the research gap by conducting a qualitative study to explore how a buxiban teacher constructs his own teacher identity in the Taiwanese educational context. By answering the research question, how a buxiban teacher positions himself and how he positions others’ positioning in the overall Taiwanese educational context, the study attempts to understand how identity construction of the participant manifests itself in context.
The participant in this study is a Taiwanese English buxiban teacher who has eight-year working experiences and has worked in different buxiban contexts. By using collaborative inquiry, the research findings expose a teacher’s identity construction is highly related to his own learning experience because the learning experience may impact on his teaching belief.
Through the findings, this study argues that the buxiban teacher is able to construct his own professional identity by positioning school teachers and find out his unique worth and value by denial of public positioning.
參考文獻 Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
Barkhuizen, G. (2007). A narrative approach to exploring context in language teaching. ELT journal, 62(3), 231-239.
Beattie, M. (2000). Narratives of professional learning: Becoming a teacher and learning to teach. Journal of Educational Enquiry, 1(2), 1-23.
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners (Vol. 61). Paris: UNESCO, International Institute for Educational Planning.
Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses. Paris: UNESCO, International Institute for Educational Planning.
Burns, A., & Richards, J. C. (2009). Second language teacher education. New York: Cambridge University Press.
Canagarajah, S. (2004). Subversive identities, pedagogical safe houses, and critical learning. In Norton, B., & Toohey, Kelleen (Eds.), Critical pedagogies and language learning (Cambridge applied linguistics series, pp. 116-137). Cambridge [England] ; New York: Cambridge University Press.
Chang, H., Ngunjiri, F., & Hernandez, K. A. C. (2016). Collaborative autoethnography. Walnut Creek: Left Coast Press.
Chang, J. (2004). Ideologies of English teaching and learning in Taiwan. (Unpublished doctoral dissertation). University of Sydney, AUS. Retrieved from https://www.languageonthemove.com/phd-theses/
Chao, C-c (2018). Towards a cross-generational understanding of EFL learner agency: A multiple case study on learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31.
Chou, C. P. (2008a). The impact of neo-liberalism on Taiwanese higher education. International Perspectives on Education and Society, 9, 297–311.
— (2008b). Mr. President: how are you going to deal with education in Taiwan? Taipei: Psychology.
Chou, C. P. (2014). A matter of trust: Shadow education in Taiwan. Revue internationale d’éducation de Sèvres, Colloque : L’éducation en Asie en. Retrieved from http://ries.revues.org/3800
Chou, C., & Ching, G. (2012). Taiwan education at the crossroad: When globalization meets localization. New York: Palgrave Macmillan.
Chou, C. P., & Yuan, J. K. (2011). Buxiban in Taiwan. IIAS Newsletter, 56(15), 1.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
De Costa, P. I. (2011). Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39(3), 347-358.
Duff, P. (2002). The discursive coconstruction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.
Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers` sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. London: British Council.
Huang, H. M. (2004). Effects of cram schools on children`s mathematics learning. In Fan Lianghuo ... [et al.] (eds)., How Chinese Learn Mathematics Perspectives from Insiders (pp. 282-308). Singapore: World Scientific.
Hsu, C. T. (2002). Study of grade nine students’ view on cram schools and school education. (Unpublished master’s thesis). National Taiwan Normal University, Taiwan.
Iyengar, K. M. (2014). Holistic content analysis of narratives written by Asian Indian American students. European Journal of Research and Reflection in Arts and Humanities, Vol, 2(2), 62-75.
Kayi‐Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686-714.
Kwok, P. (2001). Local knowledge and value transformation in East Asian mass tutorial schools. International Education Journal, 2(5), 86-97.
Kwok, P. (2004). Examination-oriented knowledge and value transformation in East Asian cram schools. Asia Pacific Education Review, 5(1), 64.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative analysis: Reading, analysis, and interpretation. London: Sage Publications.
Lin, Wen-Chuan & Byram, M. (2016). New approaches to English language and education in Taiwan: Cultural and intercultural perspectives. Taipei: Tung Hua Book Co., Ltd.
Little, A. (1997). The diploma disease twenty years on: an introduction. Assessment in Education, 4(1), 5-22.
Liu, L. (2002, December 20). Studying English: A national obsession. Taiwan Today. Retrieved from http://taiwantoday.tw/ct.asp?xItem=19773&ctNode=122
Maclure, M. (1993). Arguing for yourself: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311-322.
Martel, J., & Wang, A. (2014). Language teacher identity. In M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics, (pp. 289-300). New York: Routledge.
Masoumpanah, Z., & Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence. Procedia-Social and Behavioral Sciences, 98, 1100-1109.
McKinney, C., & Pletzen*, E. V. (2004). ‘… This apartheid story… we’ve finished with it`: student responses to the apartheid past in a South African English studies course. Teaching in Higher Education, 9(2), 159-170.
Menard-Warwick, J. (2008). Because she made beds. Every day. Social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267-289.
Norton, B. (2013). Identity and language learning: Extending the conversation (Second ed.). Multilingual matters.
Owton, H., & Allen-Collinson, J. (2014). Close but not too close: Friendship as method (ology) in ethnographic research encounters. Journal of Contemporary Ethnography, 43(3), 283-305.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher`s journey in claiming and embracing her nonnative‐speaker identity. TESOL Quarterly, 46(1), 127-151.
Pinnegar, S., & Murphy, M. S. (2011). Teacher educator identity emerging through positioning self and others. Studying Teacher Education, 7(2), 155-158.
Reeves, J. (2009). Teacher investment in learner identity. Teaching and Teacher Education, 25(1), 34-41.
Rohlen, T. P., & LeTendre, G. K. (1996). Conclusion: Themes in the Japanese culture of learning. In Thomas P. Rohlen & Gerald K. LeTendre (eds)., Teaching and learning in Japan (pp. 369-376). New York: Cambridge.
Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers` identity narratives during the first years at work. Teaching and Teacher Education, 30, 120-129.
Sachs, J. (2001). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo, & M. Kompf (Eds.), Connecting policy and practice challenges for teaching and learning in schools and universities (pp. 5–21). https://doi.org/10.4324/9780203012529
Salili, F. (1996). Accepting personal responsibility for learning. The Chinese learner: Cultural, psychological and contextual influences, 85-105.
Shenton, A. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22(2), 63-75.
Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29(4), 619-644.
Trent, J. (2012). The discursive positioning of teachers: Native‐speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Trent, J. (2016). Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong. Educational Research for Policy and Practice, 15(2), 115-130.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators` professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
Vonk, J. H. C. (1989). Beginning teachers’ professional development and its implications for teacher education and training. The Irish Journal of Education, XXIII(1), 5–21.
Webster, L & Mertova, P. (2007). Using narrative inquiry as a research method : An introduction to using critical event narrative analysis in research on learning and teaching. New York: Routledge.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers` professional identity change in China. Teaching and Teacher Education, 31, 79-86.
Yi, L. (2009). Teachers’ identities in personal narratives. China and English: Dilemmas of identity, 255-267.
Zeng, K. M. (1999). Dragon gate: competitive examinations and their consequences. London: Cassell.
描述 碩士
國立政治大學
英語教學碩士在職專班
106951020
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951020
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-chien_US
dc.contributor.author (Authors) 廖惠萱zh_TW
dc.contributor.author (Authors) Liao, Huei-Hsuanen_US
dc.creator (作者) 廖惠萱zh_TW
dc.creator (作者) Liao, Huei-Hsuanen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 18:34:06 (UTC+8)-
dc.date.available 3-Aug-2020 18:34:06 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 18:34:06 (UTC+8)-
dc.identifier (Other Identifiers) G0106951020en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131306-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 106951020zh_TW
dc.description.abstract (摘要) 在臺灣教育體制下存在著兩種英語老師：一種是學校英語老師而另一種是補習班老師。大部分的學術研究探究學校老師的身分認知與建構，而很少人深入補習班老師。本質性研究以一位臺灣教育體制下的補習班老師如何定位自己和如何看待他人定位為題，探討台灣英語教育體制下，一位補習班老師的身分認知與建構。
研究參與者是一位台籍的英語補習班老師，在補習班從事英語教學工作有八年之久，並曾在不同類型的補習班任教過。藉由合作敘事探究，本研究發現老師的身分認知與建構緊繫於他自身學習經驗，且老師過去學習的經驗，包括他自己曾經遇過的老師，可左右其教師信念與教學。
透過本論文之研究，研究者提出補習班老師能夠藉由定位學校老師而建立自己的專業身分認知，再藉由不承認社會大眾對他的定位而找出自己在教師工作上的特殊價值。		zh_TW
dc.description.abstract (摘要) In Taiwanese educational contexts, there are two groups of English teachers. One is school English teachers and the other one is buxiban English teachers. Most of the studies investigated identity construction of school teachers, overlooking how buxiban teachers construct their own teacher identity. This study addresses the research gap by conducting a qualitative study to explore how a buxiban teacher constructs his own teacher identity in the Taiwanese educational context. By answering the research question, how a buxiban teacher positions himself and how he positions others’ positioning in the overall Taiwanese educational context, the study attempts to understand how identity construction of the participant manifests itself in context.
The participant in this study is a Taiwanese English buxiban teacher who has eight-year working experiences and has worked in different buxiban contexts. By using collaborative inquiry, the research findings expose a teacher’s identity construction is highly related to his own learning experience because the learning experience may impact on his teaching belief.
Through the findings, this study argues that the buxiban teacher is able to construct his own professional identity by positioning school teachers and find out his unique worth and value by denial of public positioning.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iv
CHINESE ABSTRACT vi
ENGLISH ABSTRACT vii
CHAPTER ONE: INTRODUCTION 1
CHAPTER TWO: LITERATURE REVIEW 5
Buxiban Phenomenon in Asia 5
Language Teacher Identity and the Concept of Positioning 7
CHAPTER THREE: METHODS 13
Context and Participant 13
Data Collection 15
Narrative 15
Interviews 15
Dialogues 16
Informal conversations 16
Class Observations 17
Data Analysis 17
CHAPTER FOUR: RESULTS 21
Mill’s English Learning Journey 21
Elementary school－The enlightenment 21
Junior and senior high school－An English self-learner 22
Since College－Keep going, and keep trying 24
Mill’s English Teaching Experience 26
Being a teacher－Before working in a buxiban 26
A depressive teacher－Teaching in X children’s English learning buxiban 28
An enthusiastic teacher－Teaching in Y children’s English learning buxiban 29
I am a machine producer－Teaching in Z secondary school students’ buxiban 31
A passing-by teacher traveler－Teaching in an adult English learning buxiban (up to now) 32
Mill’s Classroom Observation 38
Summary of Mill’s Story 40
CHAPTER FIVE: DISCUSSION 43
Theme 1: Positioning school teachers reveals how the buxiban teacher constructed his own professional identity 43
Theme 2: Positively positioning allows the buxiban teacher to identify his unique self worth and value 48
My Reflection 51
CHAPTER SIX: CONCLUSION 55
Summary of the Study 55
Pedagogical Implications 56
Limitations of the Study 56
Suggestion for Future Research 57
Concluding Remarks 57
REFERENCES 59
APPENDIX 65
Interview 1－Mill’s English learning background 65
Interview 2－Mill’s working experience 65
Interview 3－Mill’s teaching style 65
Interview 4－Mill’s grammar class 65		zh_TW
dc.format.extent 1195103 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951020en_US
dc.subject (關鍵詞) 英語老師zh_TW
dc.subject (關鍵詞) 補習班zh_TW
dc.subject (關鍵詞) 身分zh_TW
dc.subject (關鍵詞) 定位zh_TW
dc.subject (關鍵詞) 敘事zh_TW
dc.subject (關鍵詞) 英語教育zh_TW
dc.subject (關鍵詞) Identityen_US
dc.subject (關鍵詞) Positioningen_US
dc.subject (關鍵詞) English teacheren_US
dc.subject (關鍵詞) Buxibanen_US
dc.subject (關鍵詞) Cram schoolen_US
dc.subject (關鍵詞) English educationen_US
dc.title (題名) 以定位理論探討一位補習班英語老師的敘事zh_TW
dc.title (題名) Positioning and Being Positioned－A Narrative Inquiry on a Buxiban English Teacher in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392-402.
Barkhuizen, G. (2007). A narrative approach to exploring context in language teaching. ELT journal, 62(3), 231-239.
Beattie, M. (2000). Narratives of professional learning: Becoming a teacher and learning to teach. Journal of Educational Enquiry, 1(2), 1-23.
Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners (Vol. 61). Paris: UNESCO, International Institute for Educational Planning.
Bray, M. (2003). Adverse effects of private supplementary tutoring: Dimensions, implications and government responses. Paris: UNESCO, International Institute for Educational Planning.
Burns, A., & Richards, J. C. (2009). Second language teacher education. New York: Cambridge University Press.
Canagarajah, S. (2004). Subversive identities, pedagogical safe houses, and critical learning. In Norton, B., & Toohey, Kelleen (Eds.), Critical pedagogies and language learning (Cambridge applied linguistics series, pp. 116-137). Cambridge [England] ; New York: Cambridge University Press.
Chang, H., Ngunjiri, F., & Hernandez, K. A. C. (2016). Collaborative autoethnography. Walnut Creek: Left Coast Press.
Chang, J. (2004). Ideologies of English teaching and learning in Taiwan. (Unpublished doctoral dissertation). University of Sydney, AUS. Retrieved from https://www.languageonthemove.com/phd-theses/
Chao, C-c (2018). Towards a cross-generational understanding of EFL learner agency: A multiple case study on learners from Taiwan. Taiwan Journal of TESOL, 15(1), 1-31.
Chou, C. P. (2008a). The impact of neo-liberalism on Taiwanese higher education. International Perspectives on Education and Society, 9, 297–311.
— (2008b). Mr. President: how are you going to deal with education in Taiwan? Taipei: Psychology.
Chou, C. P. (2014). A matter of trust: Shadow education in Taiwan. Revue internationale d’éducation de Sèvres, Colloque : L’éducation en Asie en. Retrieved from http://ries.revues.org/3800
Chou, C., & Ching, G. (2012). Taiwan education at the crossroad: When globalization meets localization. New York: Palgrave Macmillan.
Chou, C. P., & Yuan, J. K. (2011). Buxiban in Taiwan. IIAS Newsletter, 56(15), 1.
Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20(1), 43-63.
De Costa, P. I. (2011). Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39(3), 347-358.
Duff, P. (2002). The discursive coconstruction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.
Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers` sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31(3), 451-486.
Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. London: British Council.
Huang, H. M. (2004). Effects of cram schools on children`s mathematics learning. In Fan Lianghuo ... [et al.] (eds)., How Chinese Learn Mathematics Perspectives from Insiders (pp. 282-308). Singapore: World Scientific.
Hsu, C. T. (2002). Study of grade nine students’ view on cram schools and school education. (Unpublished master’s thesis). National Taiwan Normal University, Taiwan.
Iyengar, K. M. (2014). Holistic content analysis of narratives written by Asian Indian American students. European Journal of Research and Reflection in Arts and Humanities, Vol, 2(2), 62-75.
Kayi‐Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686-714.
Kwok, P. (2001). Local knowledge and value transformation in East Asian mass tutorial schools. International Education Journal, 2(5), 86-97.
Kwok, P. (2004). Examination-oriented knowledge and value transformation in East Asian cram schools. Asia Pacific Education Review, 5(1), 64.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative analysis: Reading, analysis, and interpretation. London: Sage Publications.
Lin, Wen-Chuan & Byram, M. (2016). New approaches to English language and education in Taiwan: Cultural and intercultural perspectives. Taipei: Tung Hua Book Co., Ltd.
Little, A. (1997). The diploma disease twenty years on: an introduction. Assessment in Education, 4(1), 5-22.
Liu, L. (2002, December 20). Studying English: A national obsession. Taiwan Today. Retrieved from http://taiwantoday.tw/ct.asp?xItem=19773&ctNode=122
Maclure, M. (1993). Arguing for yourself: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311-322.
Martel, J., & Wang, A. (2014). Language teacher identity. In M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics, (pp. 289-300). New York: Routledge.
Masoumpanah, Z., & Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence. Procedia-Social and Behavioral Sciences, 98, 1100-1109.
McKinney, C., & Pletzen*, E. V. (2004). ‘… This apartheid story… we’ve finished with it`: student responses to the apartheid past in a South African English studies course. Teaching in Higher Education, 9(2), 159-170.
Menard-Warwick, J. (2008). Because she made beds. Every day. Social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267-289.
Norton, B. (2013). Identity and language learning: Extending the conversation (Second ed.). Multilingual matters.
Owton, H., & Allen-Collinson, J. (2014). Close but not too close: Friendship as method (ology) in ethnographic research encounters. Journal of Contemporary Ethnography, 43(3), 283-305.
Park, G. (2012). “I am never afraid of being recognized as an NNES”: One teacher`s journey in claiming and embracing her nonnative‐speaker identity. TESOL Quarterly, 46(1), 127-151.
Pinnegar, S., & Murphy, M. S. (2011). Teacher educator identity emerging through positioning self and others. Studying Teacher Education, 7(2), 155-158.
Reeves, J. (2009). Teacher investment in learner identity. Teaching and Teacher Education, 25(1), 34-41.
Rohlen, T. P., & LeTendre, G. K. (1996). Conclusion: Themes in the Japanese culture of learning. In Thomas P. Rohlen & Gerald K. LeTendre (eds)., Teaching and learning in Japan (pp. 369-376). New York: Cambridge.
Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers` identity narratives during the first years at work. Teaching and Teacher Education, 30, 120-129.
Sachs, J. (2001). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo, & M. Kompf (Eds.), Connecting policy and practice challenges for teaching and learning in schools and universities (pp. 5–21). https://doi.org/10.4324/9780203012529
Salili, F. (1996). Accepting personal responsibility for learning. The Chinese learner: Cultural, psychological and contextual influences, 85-105.
Shenton, A. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22(2), 63-75.
Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization. Applied Linguistics, 29(4), 619-644.
Trent, J. (2012). The discursive positioning of teachers: Native‐speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.
Trent, J. (2016). Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong. Educational Research for Policy and Practice, 15(2), 115-130.
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators` professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127.
Vonk, J. H. C. (1989). Beginning teachers’ professional development and its implications for teacher education and training. The Irish Journal of Education, XXIII(1), 5–21.
Webster, L & Mertova, P. (2007). Using narrative inquiry as a research method : An introduction to using critical event narrative analysis in research on learning and teaching. New York: Routledge.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers` professional identity change in China. Teaching and Teacher Education, 31, 79-86.
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dc.identifier.doi (DOI) 10.6814/NCCU202000868en_US