A Mixed-Methods Approach on Returnee Teachers' Professional Identity and Its Influencing Factors in Chinese Universities

Autor/inn/en	Yu, Yang; Yu, Na
Titel	A Mixed-Methods Approach on Returnee Teachers' Professional Identity and Its Influencing Factors in Chinese Universities
Quelle	In: Education and Information Technologies, 28 (2023) 4, S.4287-4307 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11303-1
Schlagwörter	Foreign Countries; College Faculty; Professional Identity; Faculty Mobility; Study Abroad; Psychological Patterns; Ability; Expectation; College Environment; Influences; China + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Studies abroad; Auslandsstudium; Fähigkeit; Fertigkeit; Expectancy; Erwartung; Hochschulumwelt; Influence; Einfluss; Einflussfaktor
Abstract	Teachers' professional identity has an important impact on the career development of university teachers. The returnee teachers have both domestic and overseas study experience, so they show particularity in professional identity in China. This study adopted the mixed-methods approach to investigate returnee teachers' professional identity and the influencing factors. In the quantitative part, it took some returnee teachers from universities in China as samples, and in the qualitative part, it carried out one-to-one interviews with 8 returnee teachers. The results showed that the overall level of professional identity of returnee teachers was relatively high. Specifically, returnee teachers had the highest degree of identity in professional behavior inclination and the lowest degree of identity in the sense of occupational belonging. Besides, we found the professional identity of returnee teachers was affected by professional emotion, professional ability, professional expectation, professional environment and material conditions. Among them, material conditions and professional environment have greater influence on the professional identity level of returned teachers. We discuss the implications of these findings for research and practice in an educational context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01