Zhang Li, Hwang Yohan
Hengshui University, Department of College English, 1088 Heping West Road, Hengshui, Hebei, 053000, China.
Jeonju University, Department of English Language and Culture, 603 Faculty Building, 303 Cheonjam-ro, Wansan-gu, Jeonju-si, Jeollabuk-do, 55069, Republic of Korea.
Teach Teach Educ. 2023 Jun;127:104092. doi: 10.1016/j.tate.2023.104092. Epub 2023 Mar 7.
On the basis of interviews with 20 Chinese EFL teachers and text-mining analysis, this study investigates the reconstruction of language teacher identity during the COVID-19 pandemic in terms of context, agency, and practice. The word co-occurrence analysis and collocation statistics with modal verbs coded by KH Coder 3.0 demonstrate that English teachers face two types of identity reconstruction processes: (a) situational context related to various changes, and, (b) interactional context that causes communication difficulties with students. How teachers enact agency is influenced by their teaching experience. Through practice, teachers reconstruct their identity as solution seekers, positive learners, and confident professionals.
基于对20位中国英语教师的访谈和文本挖掘分析，本研究从情境、能动性和实践的角度，调查了新冠疫情期间语言教师身份的重构情况。通过KH Coder 3.0对情态动词进行的词共现分析和搭配统计表明，英语教师面临两种身份重构过程：（a）与各种变化相关的情境语境，以及（b）导致与学生沟通困难的互动语境。教师如何发挥能动性受到其教学经验的影响。通过实践，教师将自己重构为问题解决者、积极学习者和自信的专业人士。
