{"title":"Identities of non-English-dominant teachers in transnational language teacher education: A systematic review","authors":"","doi":"10.1016/j.tate.2024.104707","DOIUrl":null,"url":null,"abstract":"<div><p>This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24002397/pdfft?md5=0c5b402271ce99b5d55b4695f9e163da&pid=1-s2.0-S0742051X24002397-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002397","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This article provides a systematic review of 46 empirical studies published between 1990 and 2022 on identities of non-English-dominant teachers undertaking transnational language teacher education in universities in English-speaking countries. The study characterizes the current state of existing research and conducts a research synthesis of existing research to identify themes in the research findings, using identity-in-practice and identity-in-discourse as a theoretical lens. The findings revealed that there is a more dominant presence of themes about identity-in-discourse than those about identity-in-practice in existing research, and that relatively little is known about the links between language teacher identity and language teacher education.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
