HIGHLIGHTS
SUMMARY
This study aims to explore the impact of international experiences on the professional identity development of Chinese college English teachers by tracing the teachers` identity changes as a result of participating in international professional development programs. The study may shed light on the identity construction of internationally trained language teachers and contribute to a deeper understanding of the impact of international experiences on the professional development of second language teachers in similar contexts. outcomes when compared with pre-service teachers, which deserves further investigation. A central concern of study abroad research with language teachers . . .
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