Abstract
The purpose of this study was to present a translation and interpreting (T&I) teacher role identity (TITRI) framework for investigating how T&I teachers in China develop their role identities. There is a vast literature on language teacher identity in higher education compared to a paucity of literature on the development of T&I teacher identity. Developing a strong T&I teacher identity in the context of Chinese universities is challenging as teachers combine sub-roles of trainers/educators, researchers, and practitioners, and the context is more supportive of constructing a researcher role than trainer/educator and practitioner roles. A strong teacher identity, on the other hand, is vital since it enhances teachers’ willingness to engage in professional development. This study proposes a framework based on the Dynamic Systems Model of Role Identity (DSMRI) that describes how three sub-roles interact and contribute to overall T&I teacher identity. This work contributes to the scant literature on T&I teacher identity research, shedding light on how different role identities may interact throughout the professional careers of a teacher. Additionally, the framework may also foster an awareness of the impact of higher education on a teacher and, as a result, offer implications for universities in China to encourage the development of teacher identity.
Reference74 articles.
1. A dialogical approach to conceptualizing teacher identity.;Akkerman;Teach. Teach. Educ.,2011
2. Ethics in Interpreter & Translator Training.;Baker;Interpret. Transl. Train.,2011
3. Qualitative case study methodology: Study design and implementation for novice researchers.;Baxter;Qual. Rep.,2008
4. Teacher learning as identity learning: Models, practices, and topics.;Beijaard;Teach. Teach.,2019
5. Reconsidering research on teachers’ professional identity.;Beijaard;Teach. Teach. Educ.,2004
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献