Constructing the identity of a Mandarin teacher in Australia : a narrative self-study

Abstract

This study explores the process of how my experiences as a Mandarin teacher helped construct my second language (L2) teacher identity and make sense of my life as a Volunteer Teacher Researcher (VTR) within an Australian context. The second language (L2) teacher identity learning process within my teaching experiences is the main focus, supported by living and learning experiences in Australia and China, language skill development, and cultural background. My self-perception, intrinsic feelings and emotions and introspections, as I taught and lived within an Australian context, led to the construction of my L2 teacher identity. This is qualitative research that uses self-study as its central methodology, conducted as a narrative inquiry. In order to capture a perspective of an individual's experiences, narrative methods are adopted as a major method to depict my story, to explore my thoughts in terms of teaching practices and give a detailed picture of learning to be an L2 teacher within an Australian context.

Date of Award	2010
Original language	English