Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China

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dc.contributor.author Yuan, Rui
dc.contributor.author Zhang, Lawrence Jun
dc.date.accessioned 2020-12-08T01:28:43Z
dc.date.available 2020-12-08T01:28:43Z
dc.date.issued 2019-12-31
dc.identifier.issn 0039-8322
dc.identifier.uri http://hdl.handle.net/2292/53770
dc.description.abstract © 2019 TESOL International Association Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers’ identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four expert language teachers’ metacognitions about identities and how such metacognitions influenced their identity work in China. The findings demonstrate four major types of metacognitive experiences: (1) ascertaining, prioritizing, and claiming existing identities; (2) imagining, planning, and constructing new identities; (3) crafting a fluid and interconnected identity web; and (4) engaging in distributed identity construction. While engaging in such metacognitive experiences, the participants also drew on various forms of metacognitive knowledge (e.g., their knowledge about strategies, tasks, and themselves) and strategies (e.g., asking metacognitive questions, making explicit identity claims) in their identity (re)construction. The study adds to the current teacher identity literature by highlighting the critical role of metacognitions in guiding language teachers to manage, regulate, and distribute their identities. Practical implications for language teaching and teacher education are provided.
dc.language en
dc.publisher Wiley
dc.relation.ispartofseries TESOL Quarterly
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
dc.subject Social Sciences
dc.subject Education & Educational Research
dc.subject Linguistics
dc.subject EMOTIONS
dc.subject 1302 Curriculum and Pedagogy
dc.subject 2004 Linguistics
dc.title Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China
dc.type Journal Article
dc.identifier.doi 10.1002/tesq.561
dc.date.updated 2020-11-29T21:25:01Z
dc.rights.holder Copyright: The author en
pubs.author-url http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000504962100001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e41486220adb198d0efde5a3b153e7d
pubs.publication-status Published online
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article
pubs.subtype Early Access
pubs.subtype Journal
pubs.elements-id 790846
dc.identifier.eissn 1545-7249
pubs.number tesq.561
pubs.online-publication-date 2019-12-31

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