Abstract
This chapter reports on our inquiry into novice language teachers’ technology integration and its interaction with their professional identities during the first 2 years of teaching. In the study, we collected data through longitudinal interviews with seven Chinese language teachers in Hong Kong’s international schools. The analysis revealed that the participants went through a developmental trajectory of technology integration, moving towards using it for diversified instructional purposes and with a greater orientation towards student-centered learning over the years. The findings also suggested that the participants’ increasing technology integration competence helped them to reframe their language teacher identity and expanded the range of professional identities that were available to them in Chinese language teaching. These findings offer fresh insights into the dynamic nature of technology integration and its contributions to language teachers’ identity development at the beginning of their teaching career. To better support novice teachers’ professional learning and development, educational stakeholders need to recognize their technology integration as a process of shifting self-identification.
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Gong, Y.F., Gao, X.A., Lai, C. (2022). Novice Teachers’ Technology Integration and Professional Identity Reframing in the Chinese as an Additional Language Classroom. In: Sadeghi, K., Ghaderi, F. (eds) Theory and Practice in Second Language Teacher Identity. Educational Linguistics, vol 57. Springer, Cham. https://doi.org/10.1007/978-3-031-13161-5_14
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