03557nam a22005175i 4500 978-981-97-2554-0 DE-He213 20251030112625.0 cr nn 008mamaa 240712s2024 si | s |||| 0|eng d 9789819725540 978-981-97-2554-0 10.1007/978-981-97-2554-0 doi LC71-188 JNF bicssc EDU034000 bisacsh JNF thema Teng, Mark Feng. author. aut http://id.loc.gov/vocabulary/relators/aut 80452 Identity Crisis of Early Career Academics in Applied Linguistics [electronic resource] : Against the Publish or Perish Paradox in China / by Mark Feng Teng. 1st ed. 2024. Singapore : Springer Nature Singapore : Imprint: Springer, 2024. X, 139 p. 5 illus. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Introduction: English Teaching and research in China -- Understanding identities in practice -- Understanding identities in discourse -- Understanding identities in activities -- Publish or Perish?: Voices from Sam -- Publish or Perish?: Voices from Kevin -- Publish or Perish?: Voices from Sabrina -- Publish or Perish?: Voices from Becky -- Understanding identities in practice: Two early career academics in applied linguistics -- “Tang Ping” or Identity Crisis: Early-career academics in applied linguistics -- Conclusion on understanding teacher identity: A tripartite framework. This book adopts a tripartite framework approach to explore the identity construction of early-career researchers in applied linguistics. This tripartite framework of identity-in-practice, identity-in-discourse, and identity-in-activity enables a comprehensive understanding of the complexities involved in the process, within the context of China's higher education context. By delving into the complexities of early-career teachers' professional development and identity construction in China's evolving higher education landscape, readers gain a deeper understanding of the challenges and opportunities faced by these professionals. This knowledge informs educators and administrators in providing effective support for the professional development of early-career teachers, as well as offers insights that may be applicable to teachers and researchers in other contexts. Furthermore, the tripartite framework of teacher identity based on the findings lends support to an expanded notion of professional development that higher education teachers should draw on to empower themselves. Education and state. 58709 Teachers Training of. 58400 Language and languages Study and teaching. 59962 Educational Policy and Politics. 71022 Teaching and Teacher Education. Language Education. 70729 SpringerLink (Online service) Springer Nature eBook Printed edition: 9789819725533 Printed edition: 9789819725557 Printed edition: 9789819725564 https://doi.org/10.1007/978-981-97-2554-0 ZDB-2-EDA ZDB-2-SXED 61542 61542