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• W3114655995 startingPage "821" @default.
• W3114655995 abstract "Employing ‘identity’ as an analytical lens, this study examined a group of novice school counselling teachers’ (SCTs) professional identities in the Chinese context. Informed by a multiple, integrated theoretical perspective focusing on the cognitive, social, and emotional dimensions of teacher identities, the findings reveal five types of metaphors (i.e. cognitive, social, cognitive-emotional, social-emotional and cognitive-social-emotional) that reflect the novice SCTs’ most prominent identities in their embedded institutional and social contexts. The study contributes to our understanding of SCTs’ professional experiences and identity construction mediated by a range of personal (e.g. limited professional competence) and contextual factors (e.g. a lack of school support and social bias against psychological counselling). It also provides useful implications on how to promote and sustain new teachers’ continuing identity development in complex school settings." @default.
• W3114655995 created "2021-01-05" @default.
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• W3114655995 date "2020-12-21" @default.
• W3114655995 modified "2023-10-01" @default.
• W3114655995 title "Understanding novice teachers’ identities through metaphors: a multi-perspective study" @default.
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• W3114655995 doi "https://doi.org/10.1080/02671522.2020.1864771" @default.
• W3114655995 hasPublicationYear "2020" @default.
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