Details
Identity Crisis of Early Career Academics in Applied Linguistics
Against the Publish or Perish Paradox in China|
CHF 177.00 |
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| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 12.07.2024 |
| ISBN/EAN: | 9789819725540 |
| Sprache: | englisch |
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Beschreibungen
<p>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.</p>
<p>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.</p>
<p>Mark Feng Teng, Ph.D., is Associate Professor of Applied Linguistics at Macao Polytechnic University, China. His research interests mainly focus on second language (L2) vocabulary learning and writing. He has published extensively in these areas, including monographs and edited books, numerous international journal papers, and book chapters. His publications have appeared in international journals, including Applied Linguistics, TESOL Quarterly (TESOL: Teaching of English to Speakers of Other Languages), Language Teaching Research, System, Applied Linguistics Review, Computer Assisted Language Learning, Computers & Education, Foreign Language Annals, and International Review of Applied Linguistics in Language Teaching (IRAL), among others. He has also edited and co-edited special issues for international journals, including Journal of Writing Research, Studies in Second Language Learning and Teaching, and TESOL Journal. He received the 2017 Hong Kong Association for Applied Linguistics (HAAL) Best Paper Award and 2023 Social Science Research Award from Ministry of Education, China. He also serves as co-editor for International Journal of TESOL Studies and OTI (On the Internet) section in TESL-EJ (Teaching English as a Second Language Electronic Journal).</p>
<p>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.</p>
Explores early-career researchers’ identity construction in the domain of applied linguistics Navigates early-career researchers’ transition from teaching-intensive to research-intensive roles Examines the tripartite framework of identity-in-practice, identity-in-discourse, and identity-in-activity
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