ABSTRACT

Although research on teacher educators’ identities has received increasing attention in recent years, non-higher-education-based teacher educators’ professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign language (EFL) teacher educators’ identities through the lens of metaphors. An analysis of the metaphors revealed four types of identities, namely, the willing communicators, the discontented jack-of-all-trades and master of none, the struggling professional leaders, as well as the caring supporters. These terms capture the participants’ self-images and specify their obligations and responsibilities as teacher educators. The paper concludes with some implications for teacher educators’ preparation and continuing development.

摘要

尽管近年来对教师教育者身份的研究受到越来越多的关注，但非基于高等教育的教师教育者的职业身份仍在研究中。根据第三种空间理论的观点，本文提出了一项研究，通过隐喻的角度研究了139名非高等教育英语作为外语（EFL）教师教育者的身份。对隐喻的分析揭示了四种类型的身份，即愿意的传播者，不满的千篇一律的交易者和无主的人，苦苦挣扎的专业领导者以及有爱心的支持者。这些术语捕捉了参与者的自我形象，并明确了他们作为教师教育者的义务和责任。