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Re-imagining teachers’ identity and professionalism under the condition of international education

Tran, Ly Thi and Nguyen, Nhai Thi 2015, Re-imagining teachers’ identity and professionalism under the condition of international education, Teachers and teaching : theory and practice, vol. 21, no. 8, pp. 958-973, doi: 10.1080/13540602.2015.1005866.

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Title Re-imagining teachers’ identity and professionalism under the condition of international education
Author(s) Tran, Ly ThiORCID iD for Tran, Ly Thi orcid.org/0000-0001-6543-6559
Nguyen, Nhai Thi
Journal name Teachers and teaching : theory and practice
Volume number 21
Issue number 8
Start page 958
End page 973
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2015
ISSN 1354-0602
Keyword(s) international education
international students
positioning theory
teacher professional identity
teacher professional learning
vocational education
Summary Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers’ professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers’ changing roles and identity due to the impact of internationalisation and the growth of international students. Drawing on positioning theory as a conceptual framework to understand teachers’ roles and identity, this paper shows the emergence of teacher sub-identities as a reciprocal intercultural learner and an adaptive agent. It argues that these sub-identities are central to teachers’ development of cosmopolitan qualities in the contemporary context of international education.
Language eng
DOI 10.1080/13540602.2015.1005866
Field of Research 130101 Continuing and Community Education
130108 Technical, Further and Workplace Education
130103 Higher Education
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Grant ID DP0986590
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30072401

Document type: Journal Article
Collection: School of Education
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