Identity Crisis of Early Career Academics in Applied Linguistics : Against the Publish or Perish Paradox in China / / by Mark Feng Teng

• Record Nr.: UNINA9910874674503321
• Autore: Teng Mark Feng
• Pubbl/distr/stampa: Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2024
• ISBN: 9789819725540
• Edizione: [1st ed. 2024.]
• Descrizione fisica: 1 online resource (0 pages)
• Disciplina: 418.0072
• Soggetti: Education and state; Teachers - Training of; Language and languages - Study and teaching; Educational Policy and Politics; Teaching and Teacher Education; Language Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Introduction: English Teaching and research in China -- Understanding identities in practice -- Understanding identities in discourse -- Understanding identities in activities -- Publish or Perish?: Voices from Sam -- Publish or Perish?: Voices from Kevin -- Publish or Perish?: Voices from Sabrina -- Publish or Perish?: Voices from Becky -- Understanding identities in practice: Two early career academics in applied linguistics -- “Tang Ping” or Identity Crisis: Early-career academics in applied linguistics -- Conclusion on understanding teacher identity: A tripartite framework.
• Sommario/riassunto: This book adopts a tripartite framework approach to explore the identity construction of early-career researchers in applied linguistics. This tripartite framework of identity-in-practice, identity-in-discourse, and identity-in-activity enables a comprehensive understanding of the complexities involved in the process, within the context of China's higher education context. By delving into the complexities of early-career teachers' professional development and identity construction in China's evolving higher education landscape, readers gain a deeper understanding of the challenges and opportunities faced by these ; professionals. This knowledge informs educators and administrators in providing effective support for the professional development of early-career teachers, as well as offers insights that may be applicable to teachers and researchers in other contexts. Furthermore, the tripartite framework of teacher identity based on the findings lends support to an expanded notion of professional development that higher education teachers should draw on to empower themselves.