Personal traits, teaching practices, and professional development in EMI: A study of Chinese business content EMI teachers
The internationalization of higher education has led to the widespread adoption of English Medium Instruction (EMI), particularly in business education, where teachers face distinctive challenges in professional identity construction due to their dual roles in language and content instruction. This...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S259029112500083X |
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| Summary: | The internationalization of higher education has led to the widespread adoption of English Medium Instruction (EMI), particularly in business education, where teachers face distinctive challenges in professional identity construction due to their dual roles in language and content instruction. This study investigates the complex interplay between personal characteristics, institutional contexts, and professional identity formation among business EMI teachers in Chinese universities, examining the relationships between this identity and teaching practices and professional development attitudes. Employing an integrated theoretical framework addressing the dynamic nature of professional identity construction, this quantitative investigation surveyed EMI business content teachers across diverse institutional contexts, from elite universities to general undergraduate institutions. The findings reveal that business-related experience emerges as the most significant predictor of professional identity, while teaching experience demonstrates a non-linear relationship, with peak identity formation occurring during mid-career years. Professional identity shows strong association with teaching practices, particularly in problem-solving capabilities, and varies significantly across institutional contexts, with unexpected patterns emerging between different tiers of universities. These insights inform both policy-making and institutional practice, suggesting the need for differentiated support systems in EMI teacher development and offering implications for higher education internationalization strategies in multilingual contexts. |
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| ISSN: | 2590-2911 |