A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions

Junyuan Chen

doi:doi:10.11648/j.tecs.20210601.12

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A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions

Junyuan Chen

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 1)

Received: 7 January 2021 Accepted: 18 January 2021 Published: 25 January 2021

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Abstract

The present study is mainly focused on a novice Japanese language teacher’s identity through online language teaching under the pandemic of COVID-19. Due to the high risks of public health in the U.S. society, all her Japanese classes have been migrated from in-person to live-online since March 2020. In an attempt to fill the research gap in terms of types of data and target languages, this qualitative research study presents the experiences of a female native speaker of Japanese as a novice teacher at a public university located in the U.S. Viewing identity as an entity rather than separated notions, the author conducts both interviews and class observations to explore the participant’s teaching beliefs and perceptions of online language teaching, as well as her identity construction and transition through this unusual period of time. The data collected from the interviews and class observations reveal three themes that are 1) the participant’s teaching beliefs on authenticity and communication in terms of language teaching, 2) her perceptions of pros and cons of teaching Japanese live-online, and 3) various strategies that she applies to successfully construct her professional identities and transit her identities between personal and professional. Additionally, a discussion about how the novice Japanese language teacher adjusts herself during the special time of the pandemic concludes the article.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 1)
DOI	10.11648/j.tecs.20210601.12
Page(s)	5-11
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Japanese, Language Teacher Identity, Teaching Belief, Perception, Qualitative

References

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Junyuan Chen. (2021). A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teacher Education and Curriculum Studies, 6(1), 5-11. https://doi.org/10.11648/j.tecs.20210601.12

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Junyuan Chen. A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teach. Educ. Curric. Stud. 2021, 6(1), 5-11. doi: 10.11648/j.tecs.20210601.12

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AMA Style

Junyuan Chen. A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teach Educ Curric Stud. 2021;6(1):5-11. doi: 10.11648/j.tecs.20210601.12

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@article{10.11648/j.tecs.20210601.12,
  author = {Junyuan Chen},
  title = {A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {1},
  pages = {5-11},
  doi = {10.11648/j.tecs.20210601.12},
  url = {https://doi.org/10.11648/j.tecs.20210601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210601.12},
  abstract = {The present study is mainly focused on a novice Japanese language teacher’s identity through online language teaching under the pandemic of COVID-19. Due to the high risks of public health in the U.S. society, all her Japanese classes have been migrated from in-person to live-online since March 2020. In an attempt to fill the research gap in terms of types of data and target languages, this qualitative research study presents the experiences of a female native speaker of Japanese as a novice teacher at a public university located in the U.S. Viewing identity as an entity rather than separated notions, the author conducts both interviews and class observations to explore the participant’s teaching beliefs and perceptions of online language teaching, as well as her identity construction and transition through this unusual period of time. The data collected from the interviews and class observations reveal three themes that are 1) the participant’s teaching beliefs on authenticity and communication in terms of language teaching, 2) her perceptions of pros and cons of teaching Japanese live-online, and 3) various strategies that she applies to successfully construct her professional identities and transit her identities between personal and professional. Additionally, a discussion about how the novice Japanese language teacher adjusts herself during the special time of the pandemic concludes the article.},
 year = {2021}
}

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TY  - JOUR
T1  - A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions
AU  - Junyuan Chen
Y1  - 2021/01/25
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210601.12
DO  - 10.11648/j.tecs.20210601.12
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VL  - 6
IS  - 1
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Author Information

Junyuan Chen

Department of East Asian Studies, University of Arizona, Tucson, USA

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APA Style

Junyuan Chen. (2021). A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teacher Education and Curriculum Studies, 6(1), 5-11. https://doi.org/10.11648/j.tecs.20210601.12

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ACS Style

Junyuan Chen. A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teach. Educ. Curric. Stud. 2021, 6(1), 5-11. doi: 10.11648/j.tecs.20210601.12

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AMA Style

Junyuan Chen. A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions. Teach Educ Curric Stud. 2021;6(1):5-11. doi: 10.11648/j.tecs.20210601.12

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@article{10.11648/j.tecs.20210601.12,
  author = {Junyuan Chen},
  title = {A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {1},
  pages = {5-11},
  doi = {10.11648/j.tecs.20210601.12},
  url = {https://doi.org/10.11648/j.tecs.20210601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210601.12},
  abstract = {The present study is mainly focused on a novice Japanese language teacher’s identity through online language teaching under the pandemic of COVID-19. Due to the high risks of public health in the U.S. society, all her Japanese classes have been migrated from in-person to live-online since March 2020. In an attempt to fill the research gap in terms of types of data and target languages, this qualitative research study presents the experiences of a female native speaker of Japanese as a novice teacher at a public university located in the U.S. Viewing identity as an entity rather than separated notions, the author conducts both interviews and class observations to explore the participant’s teaching beliefs and perceptions of online language teaching, as well as her identity construction and transition through this unusual period of time. The data collected from the interviews and class observations reveal three themes that are 1) the participant’s teaching beliefs on authenticity and communication in terms of language teaching, 2) her perceptions of pros and cons of teaching Japanese live-online, and 3) various strategies that she applies to successfully construct her professional identities and transit her identities between personal and professional. Additionally, a discussion about how the novice Japanese language teacher adjusts herself during the special time of the pandemic concludes the article.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - A Novice Japanese Teacher’s Identity Construction in Online Teaching Under COVID-19: Beliefs and Perceptions
AU  - Junyuan Chen
Y1  - 2021/01/25
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210601.12
DO  - 10.11648/j.tecs.20210601.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 5
EP  - 11
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210601.12
AB  - The present study is mainly focused on a novice Japanese language teacher’s identity through online language teaching under the pandemic of COVID-19. Due to the high risks of public health in the U.S. society, all her Japanese classes have been migrated from in-person to live-online since March 2020. In an attempt to fill the research gap in terms of types of data and target languages, this qualitative research study presents the experiences of a female native speaker of Japanese as a novice teacher at a public university located in the U.S. Viewing identity as an entity rather than separated notions, the author conducts both interviews and class observations to explore the participant’s teaching beliefs and perceptions of online language teaching, as well as her identity construction and transition through this unusual period of time. The data collected from the interviews and class observations reveal three themes that are 1) the participant’s teaching beliefs on authenticity and communication in terms of language teaching, 2) her perceptions of pros and cons of teaching Japanese live-online, and 3) various strategies that she applies to successfully construct her professional identities and transit her identities between personal and professional. Additionally, a discussion about how the novice Japanese language teacher adjusts herself during the special time of the pandemic concludes the article.
VL  - 6
IS  - 1
ER  -

Copy | Download