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Imagined versus practiced professional identity development: a multimodal (inter)action analysis of a Chinese novice english teacher

  • Jing Zhou EMAIL logo , Lewis Tennant and Tui Matelau
Published/Copyright: October 17, 2024
Multimodal Communication
From the journal Multimodal Communication Volume 13 Issue 3

Abstract

The journey from a novice to an established educator is fraught with challenges that significantly impact the development of a professional identity. This study examines the experiences of novice university English language teachers in China, focusing on Caroline, an early career teacher who navigates the challenge of navigating a high power culture and integrating into established teaching communities. Employing Multimodal (Inter)action Analysis (MIA), this research offers a nuanced examination of the interplay between Caroline’s imagined and practiced identities. The findings reveal the complexities of her identity formation, highlighting struggles with exclusion, resistance from senior colleagues, and the reconciliation of her aspirations with professional realities. The study advocates for a comprehensive approach to teacher training and support, emphasizing the need for emotional resilience, personal growth, and the integration of theory with practice. It suggests targeted mentorship, the creation of supportive ecosystems, and the adaptation of educational policies to better prepare novice educators for the multifaceted challenges of the teaching profession. This case study contributes to the global discourse on teacher identity formation, offering insights that can inform the development of more effective support structures for novice teachers, thus enhancing the quality of education.

Keywords: novice teachers; teacher identity development; multimodal (inter)action analysis; high power culture
Corresponding author: Jing Zhou, Communication Studies, Auckland University of Technology, 55 Wellesley Street, Auckland, 1142, New Zealand; and Department of Foreign Languages, Chaohu University, Anhui, China, E-mail:

Acknowledgments

I would like to express my deepest gratitude to my PhD supervisors, Lewis Tennant and Tui Matelau-Doherty, for their immeasurable support throughout the writing of this paper.

  1. Research ethics: All methods were carried out in accordance with relevant guidelines and regulations, and all experimental protocols were approved by the Auckland University of Technology Ethics Committee on 28 November 2022 (22/243).

  2. Informed consent: Informed consent was obtained from all individuals included in this study.

  3. Author contributions: As the sole author, the author carried out all data collection, analysis, and writing for this paper.

  4. Use of Large Language Models, AI and Machine Learning Tools: During the preparation of this work, the author used ChatGPT in order to improve the language. After using this tool, the authors reviewed and edited the content as needed and take full responsibility for the content of the publication.

  5. Conflict of interest: No potential conflict of interest was reported by the author.

  6. Research funding: None declared.

  7. Data availability: The datasets generated and analyzed during this study are part of the author’s PhD research and are currently unavailable as the PhD is ongoing. Data may be available from the corresponding author upon reasonable request after the PhD is completed.

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Received: 2024-04-10
Accepted: 2024-09-11
Published Online: 2024-10-17

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. The salience of students’ body language during in-person and online lectures at a Canadian university
  4. “Let’s talk divorce”: a multimodal critical discourse analysis of Oduduwa secessionist discourse
  5. A multimodal analysis of the English-to-Arabic adaptation of Disney’s “The Bare Necessities”
  6. Investigating pausing and gesturing patterns in children with and without developmental language disorder
  7. Language politics and prestige in The Walled City: an exploratory study of the linguistic landscape of Intramuros, Manila
  8. Harmony in diversity: exploring cross-linguistic, cross-cultural and multimodal dimensions of temporality within tourism discourse
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  10. Age and gender differences in meme humor: a multimodal variationist mixed-method approach
  11. Imagined versus practiced professional identity development: a multimodal (inter)action analysis of a Chinese novice english teacher
  12. Essay
  13. Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching
https://doi.org/10.1515/mc-2024-0043
Keywords for this article
novice teachers; teacher identity development; multimodal (inter)action analysis; high power culture

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. The salience of students’ body language during in-person and online lectures at a Canadian university
  4. “Let’s talk divorce”: a multimodal critical discourse analysis of Oduduwa secessionist discourse
  5. A multimodal analysis of the English-to-Arabic adaptation of Disney’s “The Bare Necessities”
  6. Investigating pausing and gesturing patterns in children with and without developmental language disorder
  7. Language politics and prestige in The Walled City: an exploratory study of the linguistic landscape of Intramuros, Manila
  8. Harmony in diversity: exploring cross-linguistic, cross-cultural and multimodal dimensions of temporality within tourism discourse
  9. The semiotics of red-tagging: hateful affects against the community pantry movement
  10. Age and gender differences in meme humor: a multimodal variationist mixed-method approach
  11. Imagined versus practiced professional identity development: a multimodal (inter)action analysis of a Chinese novice english teacher
  12. Essay
  13. Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching
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