1. NCCU Academic Hub
  2. 學術產出
  3. 外國語文學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

題名 一位台灣英語實習教師的身份協商研究
A Taiwanese Pre-Service English Teacher’s Identity Negotiation during Teaching Practicum
作者 何宜儒
Ho, Yi-ru
貢獻者 招靜琪
Chin-chi Chao
何宜儒
Yi-ru Ho
關鍵詞 實習教師
教育學程
教育實習
語言教師身份
Pre-service teacher
Teacher education program
Formal educational practicum
Language teacher identities
日期 2023
上傳時間 6-七月-2023 15:21:45 (UTC+8)
摘要 本質性研究針對一位假名為 Ting 的英語科實習教師，探究她如何在不同階段的實習過程中（包含師培課程及正式教育實習）對自己的語言教師身份（language teacher identities）進行協商的經歷。研究採兩個敘事訪談和多次非正式對話訪談，搜集 Ting 在不同階段的實習中所發生的故事。在正式教育實習中著重於她作為導師、英語教師、學校行政人員的經歷中，令她印象深刻的事件。研究結果顯示，Ting在與不同的實習輔導教師（mentors）與學生的互動之下，擁有自主權卻也面臨掙扎。她雖然有機會實現她的教學信念，但她也必須在輔導教師的限制下限縮自己的教育理念，這情況形塑了她作為教師角色的模糊與不確定感。而Priestley, Priestley, Biesta and Robinson (2015)的教師動能理論提供的架構，讓本研究檢視英語科實習教師在實習過程中的教師身份發展。藉由輔導教師、學生和Ting之間的關係和互動，呈現出Ting如何協商和建構自己的語言教師身份。
This qualitative study explored Ting’s experiences in negotiating her language teacher identities at different stages of the practicum process, including teacher training courses and formal educational practicum. The study employed two narrative interviews and multiple informal conversational interviews to collect the stories that occurred to Ting at different stages of the practicum, particularly with a focus on her significant experiences in the role of a home-room teacher, English teacher, and school administrator during the formal educational practicum. The findings revealed that Ting experienced autonomy and struggles simultaneously in her interactions with different mentors and students. While she had opportunities to actualize her teaching beliefs, she also needed to navigate the constraints imposed by the mentors, which shape her ambiguous and uncertain sense of teacher identity. This study also adopted the teacher agency model proposed by Priestley, Priestley, Biesta, and Robinson (2015) to examine the development of language teacher identities of English pre-service teachers throughout the practicum process. Through exploring the relationships and interactions among mentors, students, and Ting, the study presented the process Ting negotiated and constructed her own language teacher identities.
參考文獻 Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109–137
Aktekin, N. C., & Celebi, H. (2020). ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise. International Journal of Language Education, 4(1), 113-128.
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450-466.
Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42.
Barkhuizen, G. (2021). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research, 29(3), 358-377.
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research: Routledge.
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387.
Barkhuizen, G. P. (2017). Reflections on language teacher identity research: Routledge.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach: Suny Press.
Chase, S. E. (2003). Learning to listen: Narrative principles in a qualitative research methods course. In R. Josselson, A. Lienlich, & D. P. McAdams (Eds.), Up close and personal: The Teaching and Learning of Narrative Research (pp. 79–99). American Psychological Association.
Campbell, M. R., & Brummett, V. M. (2007). Mentoring preservice teachers for development and growth of professional knowledge. Music educators journal, 93(3), 50-55.
Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. International encyclopedia of education, 3, 436-441.
Chang, Y. J. (2018). Certified but not qualified? EFL pre-service teachers in liminality. Journal of Language, Identity & Education, 17(1), 48-62.
Freeman, H. R. (2008). Mentoring is a two-way street: An examination of mentor/mentee relationships in a pre-service, residency-based, teacher education program: Boston College.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction. Boston, MA: A & B Publications.
Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206.
Goller, M., & Harteis, C. (2017). Human agency at work: Towards a clarification and operationalisation of the concept. Agency at work: An agentic perspective on professional learning and development, 85-103.
Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first‐year teacher education students: The mentors’ experience. Mentoring & Tutoring: partnership in learning, 16(2), 109-124.
He, P., & Lin, A. M. (2013). Tensions in school–university partnership and EFL pre-service teacher identity formation: A case in mainland China. The Language Learning Journal, 41(2), 205-218.
Hoffart, N. (1991). A member check procedure to enhance rigor in naturalistic research. Western Journal of Nursing Research, 13(4), 522-534.
Hodges, S. (2019). The counseling practicum and internship manual: A resource for graduate counseling students. Springer Publishing Company.
Jones, M. (2000). Trainee teachers` perceptions of school-based training in England and Germany with regard to their preparation for teaching, mentor support and assessment. Mentoring and Tutoring, 8(1), 63-80.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry (vol. 75): Sage Thousand Oaks.
Le Maistre, C., Boudreau, S., & Paré, A. (2006). Mentor or evaluator? Assisting and assessing newcomers to the professions. Journal of Workplace Learning, 18(6), 344-354.
Ministry of Education (2016). Guidelines for teachers` professional standards and performance indicators of R.O.C. Taipei, Taiwan: Author.
Nilpriom, P., Prabjandee, D., & Surasin, J. (2019). Learning to Become English Teachers: Navigating Emotions in Identity Development and Identity Improvisation During a Teaching Practicum. Journal of Education, 30(1), 209-226.
Norton, B. (2013). Identity and language learning. In B. Norton, Identity and Language Learning (pp. 41-57). Multilingual matters.
Payant, C., & Murphy, J. (2012). Cooperating teachers’ roles and responsibilities in a MATESOL practicum. TESL Canada Journal, 1-1.
Priestley, M., Priestley, M. R., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach: Bloomsbury Publishing.
Prabjandee, D. (2020). Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program. Teacher Development, 24(1), 71-87.
Roberts, T. G. (2006). Developing a model of cooperating teacher effectiveness. Journal of Agricultural Education, 47(3), 1-13.
Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 543-556.
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: Teachers authoring their identities. Research on teacher identity: Mapping challenges and innovations, 25-36.
Simon, R. I. (1995). Postmodern Jewish Identity and the Eros of Pedagogy. Pedagogy: The question of impersonation, 17, 90.
Sanford, K. & Hopper, T. (2000). Mentoring, not monitoring: Mediating a whole-school model in supervising preservice teachers. Alberta Journal of Educational Research, 46(2), 149-166.
Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency. Teacher Education Quarterly, 35(3), 73-88.
Stenberg, K., Karlsson, L., Pitkaniemi, H., & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204-219.
Tomaš, Z., Farrelly, R., & Haslam, M. (2008). Designing and implementing the TESOL teaching practicum abroad: Focus on interaction. TESOL quarterly, 42(4), 660-664.
Teachers Education Act. (2019, December 11). Laws and Regulations Database of Taiwan. Retrieved from https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?PCode=H0050001
Tajeddin, Z., Atai, M. R., & Shayeghi, R. (2019). Native and Non-Native Teachers` Changing Beliefs about Teaching English as an International Language. International Journal of Society, Culture & Language, 7(2), 1-14.
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE handbook of qualitative research in psychology, 2, 17-37.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762-769.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding
educational change and teachers` professional identities. Teaching and Teacher
Education, 47, 1–12.
Varghese, M. M. (2016). Language teacher educator identity and language teacher identity: Towards a social justice perspective. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 51-56). Routledge.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
Vega, H., Irgens, G. A., & Bailey, C. (2021). Negotiating tensions: a study of pre-service English as Foreign language teachers’ sense of identity within their community of practice. Paper presented at the International Conference on Quantitative Ethnography.
Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64.
Wang, L. (2022). English Language Teacher Agency in Response to Curriculum Reform in China: An Ecological Approach. Frontiers in Psychology, 13.
Yi, M., Cheng, J., & Li, X. (2021). Becoming a Teacher: A Case Study on Student Teacher Professional Identity Construction During the Education Practicum in a Normal University in China. University of Missouri-Saint Louis,
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491.
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Yuan, R., Liu, W., & Lee, I. (2019). Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum. Teachers and Teaching, 25(8), 972-993.
描述 碩士
國立政治大學
英國語文學系
108551004
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108551004
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chin-chi Chaoen_US
dc.contributor.author (作者) 何宜儒zh_TW
dc.contributor.author (作者) Yi-ru Hoen_US
dc.creator (作者) 何宜儒zh_TW
dc.creator (作者) Ho, Yi-ruen_US
dc.date (日期) 2023en_US
dc.date.accessioned 6-七月-2023 15:21:45 (UTC+8)-
dc.date.available 6-七月-2023 15:21:45 (UTC+8)-
dc.date.issued (上傳時間) 6-七月-2023 15:21:45 (UTC+8)-
dc.identifier (其他 識別碼) G0108551004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/145728-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 108551004zh_TW
dc.description.abstract (摘要) 本質性研究針對一位假名為 Ting 的英語科實習教師，探究她如何在不同階段的實習過程中（包含師培課程及正式教育實習）對自己的語言教師身份（language teacher identities）進行協商的經歷。研究採兩個敘事訪談和多次非正式對話訪談，搜集 Ting 在不同階段的實習中所發生的故事。在正式教育實習中著重於她作為導師、英語教師、學校行政人員的經歷中，令她印象深刻的事件。研究結果顯示，Ting在與不同的實習輔導教師（mentors）與學生的互動之下，擁有自主權卻也面臨掙扎。她雖然有機會實現她的教學信念，但她也必須在輔導教師的限制下限縮自己的教育理念，這情況形塑了她作為教師角色的模糊與不確定感。而Priestley, Priestley, Biesta and Robinson (2015)的教師動能理論提供的架構，讓本研究檢視英語科實習教師在實習過程中的教師身份發展。藉由輔導教師、學生和Ting之間的關係和互動，呈現出Ting如何協商和建構自己的語言教師身份。zh_TW
dc.description.abstract (摘要) This qualitative study explored Ting’s experiences in negotiating her language teacher identities at different stages of the practicum process, including teacher training courses and formal educational practicum. The study employed two narrative interviews and multiple informal conversational interviews to collect the stories that occurred to Ting at different stages of the practicum, particularly with a focus on her significant experiences in the role of a home-room teacher, English teacher, and school administrator during the formal educational practicum. The findings revealed that Ting experienced autonomy and struggles simultaneously in her interactions with different mentors and students. While she had opportunities to actualize her teaching beliefs, she also needed to navigate the constraints imposed by the mentors, which shape her ambiguous and uncertain sense of teacher identity. This study also adopted the teacher agency model proposed by Priestley, Priestley, Biesta, and Robinson (2015) to examine the development of language teacher identities of English pre-service teachers throughout the practicum process. Through exploring the relationships and interactions among mentors, students, and Ting, the study presented the process Ting negotiated and constructed her own language teacher identities.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iii
CHINESE ABSTRACT iv
ABSTRACT v
Chapter 1: Introduction 1
Chapter 2: Literature Review 4
Experiences of Educational Practicum 4
Pre-Service Language Teachers’ Negotiation of Identities 8
Chapter 3: Methodology 12
Research Design 12
Participant 12
Setting 13
My Role in This Study 14
Data Collection 15
Narrative Interviews 15
Informal Conversational Interviews 17
Data Analysis 20
Trustworthiness 23
Chapter 4: Findings 26
Experiences in the Teacher Education Program 26
Taking the Course Interpersonal Relationship 26
The Overseas Practicum 28
Episode 1: A Nightmare in the First Few Days 29
Episode 2: The Mentor Teacher Refused Her Responsibility 30
Episode 3: The Child Who Attacked an Australian Teacher 31
The Coursework: English Practicum 32
Teaching Experiences During Formal Educational Practicum 34
Performing as a home-room teacher 34
Performing as an English teacher 37
Teaching under the mentor teacher 37
Teaching the remedial class with autonomy 40
Performing as an administration personnel 41
Chapter 5: Discussion 43
Iterational: The Construction of Ting’s Teacher Identity as a Caretaker 43
Iterational: Identity Construction through the Interaction with Mentors 45
"I tried to imitate the teacher`s teaching style like an infant." 45
“I was like a phoenix rising from the ashes.” 45
Practical-evaluative: Ting Put Teaching Beliefs into Practice 46
Ting’s Harmonious Relationship with Mentor Teachers: Proactive Assistant 46
Ting’s Teacher Identity as a Benevolent Manager in Remedial Teaching Classes 48
Ting Felt Frustrated by the Restriction on Her Teaching Practice 49
Ting’s Point of View and Identity Confusion: Freshman vs. Puppet 49
Chapter 6: Conclusion 52
Suggestions for Practicums 52
(1) Proper Selection of Mentors 52
(2) Making Room for Agency for Pre-service Teachers 53
Limitations and Suggestions for Future Study 54
Limitations 54
Suggestions for Future Study 55
REFERENCES 57
APPENDIX A 63
APPENDIX B 63
APPENDIX C 64
APPENDIX D 65		zh_TW
dc.format.extent 991725 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108551004en_US
dc.subject (關鍵詞) 實習教師zh_TW
dc.subject (關鍵詞) 教育學程zh_TW
dc.subject (關鍵詞) 教育實習zh_TW
dc.subject (關鍵詞) 語言教師身份zh_TW
dc.subject (關鍵詞) Pre-service teacheren_US
dc.subject (關鍵詞) Teacher education programen_US
dc.subject (關鍵詞) Formal educational practicumen_US
dc.subject (關鍵詞) Language teacher identitiesen_US
dc.title (題名) 一位台灣英語實習教師的身份協商研究zh_TW
dc.title (題名) A Taiwanese Pre-Service English Teacher’s Identity Negotiation during Teaching Practicumen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30, 109–137
Aktekin, N. C., & Celebi, H. (2020). ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise. International Journal of Language Education, 4(1), 113-128.
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450-466.
Barkhuizen, G. (2016). Narrative approaches to exploring language, identity and power in language teacher education. RELC Journal, 47(1), 25-42.
Barkhuizen, G. (2021). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research, 29(3), 358-377.
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research: Routledge.
Barkhuizen, G., & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36(3), 372-387.
Barkhuizen, G. P. (2017). Reflections on language teacher identity research: Routledge.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Britzman, D. P. (2012). Practice makes practice: A critical study of learning to teach: Suny Press.
Chase, S. E. (2003). Learning to listen: Narrative principles in a qualitative research methods course. In R. Josselson, A. Lienlich, & D. P. McAdams (Eds.), Up close and personal: The Teaching and Learning of Narrative Research (pp. 79–99). American Psychological Association.
Campbell, M. R., & Brummett, V. M. (2007). Mentoring preservice teachers for development and growth of professional knowledge. Music educators journal, 93(3), 50-55.
Clandinin, D. J., & Huber, J. (2010). Narrative inquiry. International encyclopedia of education, 3, 436-441.
Chang, Y. J. (2018). Certified but not qualified? EFL pre-service teachers in liminality. Journal of Language, Identity & Education, 17(1), 48-62.
Freeman, H. R. (2008). Mentoring is a two-way street: An examination of mentor/mentee relationships in a pre-service, residency-based, teacher education program: Boston College.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction. Boston, MA: A & B Publications.
Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206.
Goller, M., & Harteis, C. (2017). Human agency at work: Towards a clarification and operationalisation of the concept. Agency at work: An agentic perspective on professional learning and development, 85-103.
Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first‐year teacher education students: The mentors’ experience. Mentoring & Tutoring: partnership in learning, 16(2), 109-124.
He, P., & Lin, A. M. (2013). Tensions in school–university partnership and EFL pre-service teacher identity formation: A case in mainland China. The Language Learning Journal, 41(2), 205-218.
Hoffart, N. (1991). A member check procedure to enhance rigor in naturalistic research. Western Journal of Nursing Research, 13(4), 522-534.
Hodges, S. (2019). The counseling practicum and internship manual: A resource for graduate counseling students. Springer Publishing Company.
Jones, M. (2000). Trainee teachers` perceptions of school-based training in England and Germany with regard to their preparation for teaching, mentor support and assessment. Mentoring and Tutoring, 8(1), 63-80.
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry (vol. 75): Sage Thousand Oaks.
Le Maistre, C., Boudreau, S., & Paré, A. (2006). Mentor or evaluator? Assisting and assessing newcomers to the professions. Journal of Workplace Learning, 18(6), 344-354.
Ministry of Education (2016). Guidelines for teachers` professional standards and performance indicators of R.O.C. Taipei, Taiwan: Author.
Nilpriom, P., Prabjandee, D., & Surasin, J. (2019). Learning to Become English Teachers: Navigating Emotions in Identity Development and Identity Improvisation During a Teaching Practicum. Journal of Education, 30(1), 209-226.
Norton, B. (2013). Identity and language learning. In B. Norton, Identity and Language Learning (pp. 41-57). Multilingual matters.
Payant, C., & Murphy, J. (2012). Cooperating teachers’ roles and responsibilities in a MATESOL practicum. TESL Canada Journal, 1-1.
Priestley, M., Priestley, M. R., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach: Bloomsbury Publishing.
Prabjandee, D. (2020). Narratives of learning to become English teachers in Thailand: developing identity through a teacher education program. Teacher Development, 24(1), 71-87.
Roberts, T. G. (2006). Developing a model of cooperating teacher effectiveness. Journal of Agricultural Education, 47(3), 1-13.
Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23(5), 543-556.
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: Teachers authoring their identities. Research on teacher identity: Mapping challenges and innovations, 25-36.
Simon, R. I. (1995). Postmodern Jewish Identity and the Eros of Pedagogy. Pedagogy: The question of impersonation, 17, 90.
Sanford, K. & Hopper, T. (2000). Mentoring, not monitoring: Mediating a whole-school model in supervising preservice teachers. Alberta Journal of Educational Research, 46(2), 149-166.
Sexton, D. M. (2008). Student teachers negotiating identity, role, and agency. Teacher Education Quarterly, 35(3), 73-88.
Stenberg, K., Karlsson, L., Pitkaniemi, H., & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204-219.
Tomaš, Z., Farrelly, R., & Haslam, M. (2008). Designing and implementing the TESOL teaching practicum abroad: Focus on interaction. TESOL quarterly, 42(4), 660-664.
Teachers Education Act. (2019, December 11). Laws and Regulations Database of Taiwan. Retrieved from https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?PCode=H0050001
Tajeddin, Z., Atai, M. R., & Shayeghi, R. (2019). Native and Non-Native Teachers` Changing Beliefs about Teaching English as an International Language. International Journal of Society, Culture & Language, 7(2), 1-14.
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analysis. The SAGE handbook of qualitative research in psychology, 2, 17-37.
Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762-769.
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding
educational change and teachers` professional identities. Teaching and Teacher
Education, 47, 1–12.
Varghese, M. M. (2016). Language teacher educator identity and language teacher identity: Towards a social justice perspective. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 51-56). Routledge.
Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
Vega, H., Irgens, G. A., & Bailey, C. (2021). Negotiating tensions: a study of pre-service English as Foreign language teachers’ sense of identity within their community of practice. Paper presented at the International Conference on Quantitative Ethnography.
Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64.
Wang, L. (2022). English Language Teacher Agency in Response to Curriculum Reform in China: An Ecological Approach. Frontiers in Psychology, 13.
Yi, M., Cheng, J., & Li, X. (2021). Becoming a Teacher: A Case Study on Student Teacher Professional Identity Construction During the Education Practicum in a Normal University in China. University of Missouri-Saint Louis,
Yuan, R., & Lee, I. (2015). The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme. Research Papers in Education, 30(4), 469-491.
Yuan, R., & Lee, I. (2016). ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching, 22(7), 819-841.
Yuan, R., Liu, W., & Lee, I. (2019). Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum. Teachers and Teaching, 25(8), 972-993.		zh_TW