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The Role of Teacher Knowledge and Practice in Shaping EFL Teachers' Glocal Identity

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Title: The Role of Teacher Knowledge and Practice in Shaping EFL Teachers' Glocal Identity
Language: English
Authors: Maomao Feng (ORCID 0000-0002-6086-8210), Hoe Kyeung Kim (ORCID 0000-0002-9318-5168)
Source: Language Teaching Research. 2026 30(4):2160-2184.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Instruction, Language Teachers, Global Approach, Geographic Location, Professional Identity, Self Concept, Reflection, Municipalities, Pedagogical Content Knowledge, Teacher Attitudes, Foreign Countries, Private Colleges
Geographic Terms: China
DOI: 10.1177/13621688231170441
ISSN: 1362-1688
1477-0954
Abstract: This study examined the identity development of two Chinese teachers of English as a foreign language (EFL) in a globalized city in China. Grounded in the conceptual frameworks of 'identity in belief and practice' and the images of teacher knowledge, the study critically analysed the factors that influenced the formation of teacher identities. The data were collected through interviews and classroom observations. It was revealed that the participants acquired and internalized their professional knowledge differently, resulting in differences in teacher beliefs and instructional practices. Individuals' acquisition of teaching knowledge did not necessarily lead to practical identities that matched their initial expectations. The gaps between teacher knowledge and practice and between the participants' ideals and reality acted as parts of their 'glocal' identity formation. The findings illuminated the tensions and limitations within the educational transfer between Western-style and non-Western-style classrooms in Chinese teachers' teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502791
Database: ERIC
FullText Text:
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  Data: The Role of Teacher Knowledge and Practice in Shaping EFL Teachers' Glocal Identity
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  Data: <searchLink fieldCode="AR" term="%22Maomao+Feng%22">Maomao Feng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6086-8210">0000-0002-6086-8210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hoe+Kyeung+Kim%22">Hoe Kyeung Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9318-5168">0000-0002-9318-5168</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(4):2160-2184.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 25
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Municipalities%22">Municipalities</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688231170441
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
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  Data: This study examined the identity development of two Chinese teachers of English as a foreign language (EFL) in a globalized city in China. Grounded in the conceptual frameworks of 'identity in belief and practice' and the images of teacher knowledge, the study critically analysed the factors that influenced the formation of teacher identities. The data were collected through interviews and classroom observations. It was revealed that the participants acquired and internalized their professional knowledge differently, resulting in differences in teacher beliefs and instructional practices. Individuals' acquisition of teaching knowledge did not necessarily lead to practical identities that matched their initial expectations. The gaps between teacher knowledge and practice and between the participants' ideals and reality acted as parts of their 'glocal' identity formation. The findings illuminated the tensions and limitations within the educational transfer between Western-style and non-Western-style classrooms in Chinese teachers' teaching.
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  Data: 2026
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502791
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        Value: 10.1177/13621688231170441
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      – Text: English
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        PageCount: 25
        StartPage: 2160
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Teachers
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      – SubjectFull: Reflection
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      – SubjectFull: Municipalities
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Private Colleges
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      – SubjectFull: China
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