A Case Study of New Teachers’ Role Identity in China

Xuan Dong

Abstract


In the context of social expectation and identification, it is worthy of studying the construction of new teacher’s role identity. As a case study, this paper adopted the methods of observation, interview, and open-ended questionnaire to examine a new teacher’s daily life in schooling context. It has been found that the new teacher’s role-identity differs greatly from social expectation. It is concluded that the role awareness and role behavior of the new teacher are, to some extent, conflicted, expecially in the understanding and identification of a teacher and his own career development. This conflict should be reflected and given more emphasis in the teachers’ continuing education and training.


Full Text: PDF DOI: 10.5539/ies.v1n4p19

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International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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