Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective

The burgeoning English‐medium instruction (EMI) programs have aroused worldwide scholarly interest in giving language support for EMI subject teachers and their identity‐informed professional development. This study explored how an EMI subject teacher's identities and emotions were intricately...

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Veröffentlicht in:	TESOL quarterly Jg. 59; H. 3; S. 1356 - 1385
Hauptverfasser:	Zhang, Shanshan, Xu, Jinfen
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Malden Wiley Subscription Services, Inc 01.09.2025
Schlagworte:	Attachment Collaboration Cooperative learning Educational Practices Educational programs Emotional Experience Emotional experiences Emotions English (Second Language) English as a second language English as a second language instruction English as a second language teaching methods English for academic purposes English language English teachers Ethnography Foreign languages Identity Learning Primacy Professional development Professional identity Professional training Second language teachers Sociocultural factors Teacher education Teachers Teaching Team Teaching
ISSN:	0039-8322, 1545-7249
Online-Zugang:	Volltext
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