Titlebook: Identity Crisis of Early Career Academics in Applied Linguistics; Against the Publish Mark Feng Teng Book 2024 The Editor(s) (if applicabl

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Identity Crisis of Early Career Academics in Applied Linguistics978-981-97-2554-0

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Understanding Identities in Practice,identities, including teacher, researcher, scholar, and lecturer. Teacher identity is related to teaching commitment, while researcher identity pertains to research commitment. This chapter reviews the notion of identity and emphasizes the importance of using identity as a lens for education researc

etiquette

Understanding Identities in Discourse,ce highlights the challenges and rewards of higher education’s sociocultural and institutional contexts and the importance of using the community of practice (CoP) concept to understand the dynamic power and control relationships. This chapter on discourse includes a review of discourse theory and h

意見(jiàn)一致

Understanding Identities in Activities,ning the interrelated tensions caused by unequal power relations in a wider social context. Activity theory is adopted to explore teacher identity construction in the context of higher education reform in Mainland China. The chapter compares activity theory with Communities of Practice (CoP) and pre

DEBT

Publish or Perish?: Voices from Sam,ground, family, prior education, teaching, and research experience. The analysis explores Sam’s construction of multiple identities, such as temporary worker, publishing machine, mentor, warrior, superman, and robot, in response to the shifting higher education reform. Sam’s identity construction is

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Publish or Perish?: Voices from Becky,n, professional experiences with teaching and research, and life. The chapter examines Becky’s identity construction relative to practice, discourse, and activity. The analysis sheds light on the role of practice, discourse, and activity in shaping professional identity and underscores the need for

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Conclusion on Understanding Teacher Identity: A Tripartite Framework,. The framework is used to examine how teachers in China engaged in identity construction under higher education reform. The cases demonstrated how teacher identities were shaped and transformed through engagement in communities of practice and activity systems, language use in reflective practice,