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The complexity of professional identity: Chinese university teachers teaching in physical education teacher education (PETE) programmes
Date
2021
Abstract
In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term ‘teacher educator’. Noting the diverse responsibilities and teaching to different groups of students, the majority of the participants perceived their professional identity more as university teachers than as teacher educators. One of the most significant factors positively impacting participants’ professional identity as teacher educators was their level of interaction with pre-service teachers. There is a need for future research on the diverse work of university teachers involved in teacher education and how their multifaceted roles and responsibilities may influence professional identity as teacher educators.
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Description
Publisher
Routledge Taylor and Francis
Citation
European Journal of Teacher Education, 2023, 46 (4), pp. 707-726
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Funding Information
Yueying Gong was supported by the China Scholarship Council (No. 201708300007)
Sustainable Development Goals
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Type
Article
Rights
https://creativecommons.org/licenses/by-nc-sa/4.0/