This book contributes to the growing field of EFL teacher identity,
which is now recognized to influence numerous aspects of classroom
teaching and of student learning. It focuses on an
under-researched, and yet highly influential group of teachers that
shape English language education in Japan: Japanese university
English teachers. In three interrelated narrative studies, it
examines how four relatively new teachers develop professional
identity as they become members of the community of practice of
university English teachers; how gender impacts the professional
identity of seven female professors ranging in age from their early
30s to their 60s; and how one teacher's teaching practices and
beliefs reflect her personal and professional identity.
General
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