03378nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001600185072002300201072001500224100008500239245016400324250001800488264007200506300004100578336002600619337002600645338003600671347002400707505059300731520109201324650003202416650003402448650005502482650004402537650003602581650003102617710003402648773002602682776003602708776003602744776003602780856004602816912001402862912001502876999001702891978-981-97-2554-0DE-He21320251030112625.0cr nn 008mamaa240712s2024    si |    s    |||| 0|eng d  a97898197255409978-981-97-2554-07 a10.1007/978-981-97-2554-02doi 4aLC71-188 7aJNF2bicssc 7aEDU0340002bisacsh 7aJNF2thema1 aTeng, Mark Feng.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut98045210aIdentity Crisis of Early Career Academics in Applied Linguisticsh[electronic resource] :bAgainst the Publish or Perish Paradox in China /cby Mark Feng Teng.  a1st ed. 2024. 1aSingapore :bSpringer Nature Singapore :bImprint: Springer,c2024.  aX, 139 p. 5 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aIntroduction: 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.  aThis 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. 0aEducation and state.958709 0aTeachersxTraining of.958400 0aLanguage and languagesxStudy and teaching.95996214aEducational Policy and Politics.97102224aTeaching and Teacher Education.24aLanguage Education.9707292 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978981972553308iPrinted edition:z978981972555708iPrinted edition:z978981972556440uhttps://doi.org/10.1007/978-981-97-2554-0  aZDB-2-EDA  aZDB-2-SXED  c61542d61542