Abstract
Teacher identity is a very hot topic attracting lots of researchers’ attention in teaching and teacher development since it treats teachers as whole persons in and across social and contexts who continually reconstruct their views of themselves in relation to others, workplace characteristics, professional purposes, and cultures of teaching. As one aspect of teacher identity, minority teachers’ identity has begun to gain great interest in this area. The present study investigates Mongolian English university teachers’ identity formation in minority area. The study addressed the following three research questions: What is the identity of Mongolian English teachers at university? How do Mongolian English teachers at university perceive their identity? What are the factors influencing their identity formation? The findings suggest that Mongolian English teacher’s identity is complex and multifaceted, which is influenced by various factors, among which the subject’s learning experiences as being a third language learner play very crucial role in constructing her identity.
Highlights
In recent years, people have begun to realize that the essence of educational reform is teachers and teachers’ development is crucial to the teaching reform
The present study www.ccsenet.org/ijel investigates what identity of Mongolian teachers of English at university is; how Mongolian teachers of English at university perceive their identity; what factors influencing their identity formation are from the perspectives of cultural, social contexts
Being a university English teacher in minority area, what identity teacher Wu has and how she perceives her identity are analyzed from the perspectives of the languages she uses at home, at working place and in her classroom teaching and the competences of the languages she speaks, which is believed to be influenced by living social context, her family background, her learning experiences and working contexts
Summary
People have begun to realize that the essence of educational reform is teachers and teachers’ development is crucial to the teaching reform. Fred (2004) pointed out that external and internal factors of teachers’ quality structure interact with and influence each other to change teachers. Classroom is the site in which teachers spend most of their working hours interacting with students, and by observing interaction between teachers and students, people can understand how teacher identity is constructed. It is believed that it is significant to understand Mongolian teachers of English if we want to know how third language teaching and learning is going on; it is necessary to understand who the Mongolian English teachers are. The present study www.ccsenet.org/ijel investigates what identity of Mongolian teachers of English at university is; how Mongolian teachers of English at university perceive their identity; what factors influencing their identity formation are from the perspectives of cultural, social contexts
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