Towards a Model of Learning Business English and Professional Identity Construction

2017 ◽  
pp. 225-254
Author(s):  
Zuocheng Zhang
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
Business English

Becoming a Teacher of Business English in China: A Critical Narrative

2019 ◽  
Vol 42 (2) ◽  
pp. 182-198
Author(s):  
Bin Ai ◽  
Lifei Wang ◽  
Alexander Kostogriz
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
English Teachers ◽  
Chinese Higher Education ◽  
Business English ◽  
Teaching English ◽  
Universities And Colleges ◽  
Identity Negotiations ◽  
Service Business ◽  
Teachers Experiences

Abstract In the Chinese higher education sector, Business English, a newly emerging discipline, has attracted great attention, and since it was approved officially in 2007, about 400 universities and colleges have offered this degree course to students. Among in-service Business English teachers, some of them have transferred from teaching English for General Purposes. Business English teachers face many changes and challenges to their professional identity, yet few scholars have looked into the identity construction of these teachers. Using critical narrative as a method, this paper closely examines the identity construction experiences of the first author and two other Business English teachers. It is found that the participants, including the first author himself, have endured identity negotiations and various challenges in turning from a teacher of English for General Purposes to a teacher of Business English. These teachers’ experiences and their perception of identity construction and professional development throw light on the changing pedagogy and practice of Business English in Chinese universities.

scholarly journals Professional identity and experience of undergraduate students: an analysis of semantic networks

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Luara Carvalho ◽  
Elisa Maria Barbosa de Amorim-Ribeiro ◽  
Marcelo do Vale Cunha ◽  
Luciana Mourão
Keyword(s):  
Professional Identity ◽  
Identity Construction ◽  
Undergraduate Students ◽  
Semantic Networks ◽  
Work Experiences ◽  
Undergraduate Studies ◽  
Course Work

AbstractWork experiences during undergraduate studies can be remarkable in the journey of undergraduate students. The objective of this study was to assess, by analyzing semantic networks, the role of work experiences in the meanings those individuals attribute to professional identity. The sample consisted of 2291 students (60% women) divided into three groups: do not work, work in a field related to their course, work in a field not related to their course. The semantic networks of these groups were composed of words uttered from the professional identity prime. We chose to work with the critical network, obtained from the analysis of the incidence-fidelity indexes of the word pairs. The results evidence that work experiences are related to how undergraduate students attribute meaning to professional identity, in such a way that three different networks were formed for these groups. The network of those who work outside their field was the only one that integrated words with negative content, while the semantic networks of those who do not work and those who work in their field, despite containing words that do not always coincide, present a similar macrostructure. We conclude that work experiences play an important role in the meanings that undergraduate students attribute to professional identity. The study innovates by revealing elements of professional-identity construction, besides allowing for reflections on the effects of work experiences during the college period.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

scholarly journals Career guidance based on machine learning: social networks in professional identity construction

2020 ◽  
Vol 169 ◽  
pp. 158-163
Author(s):  
Pavel Kiselev ◽  
Boris Kiselev ◽  
Valeriya Matsuta ◽  
Artem Feshchenko ◽  
Irina Bogdanovskaya ◽  
...  
Keyword(s):  
Machine Learning ◽  
Social Networks ◽  
Professional Identity ◽  
Identity Construction ◽  
Career Guidance

scholarly journals A Systematic Literature Review on Professional Identity Construction in Social Media

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982884 ◽  
Author(s):  
Judita Kasperiuniene ◽  
Vilma Zydziunaite
Keyword(s):  
Social Media ◽  
Professional Identity ◽  
Identity Construction ◽  
Medical Tourism ◽  
Cognitive Structure ◽  
Social Construct ◽  
Public And Private ◽  
Socially Constructed ◽  
Psychological Balance ◽  
Smart Technologies

The aim of this systematic review was to gather, review, summarize, and analyze the studies on professional identity construction in social media from various scholar perspectives. The search was conducted on the WoS Core Collection, Scopus, and EBSCOhost databases using keywords “professional identity construction” and “social media.” Seventeen full-text articles were studied searching for the essential aspects of professional identity construction. Results discussed professional identity as a complex phenomenon with two dominating perspectives: (a) professional identity as a cognitive structure and (b) professional identity as a social construct. Cognitive structures of professional identity construction in social media were mainly or partially covered in education, communication, medicine, and medical tourism-related contexts. Studies that envisage professional identity as socially constructed dominate in management, organizational, medical tourism, and neuroscience. The core topics of professional identity construction cover the blurring of professional stereotypes and reconstruction of multiple professional selves; merging public and private identities; belonging to a group and trusting social media. In researched papers, scholars argue virtual behavior can be predicted and smart technologies could help maintain physical and psychological balance. Findings show the overlapping landscape of studies and identify areas for future interdisciplinary research.

Sign in / Sign up

Export Citation Format

Share Document