[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594127-105":3,"doc-detail-594127-en":72,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":65,"head_meta":67,"extra_data":69,"updated_unix":71},105,"en","australian-journal-of-adult-learning-volume-63-number-3-exploring-the-effects-of-working-practice-in-cultivating-chinese-university-teachers-professional-identity","Australian Journal of Adult Learning - Volume 63 - Number 3 - Exploring the Effects of Working Practice in Cultivating Chinese University Teachers' Professional Identity","","Explores how working practice shapes Chinese university teachers' professional identity. Using a qualitative design, the study gathers data from questions in a presentation forum and from individual interviews. Analysis shows participants choose teaching for personal interest and job satisfaction, and that after several years their professional identity shifts toward deeper self-understanding, clearer professional missions, stronger moral awareness and work ethics. Working practice also supports concrete career planning and a stronger sense of belonging that values group opinions. Findings are linked to Chinese collectivism.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-63-number-3-exploring-the-effects-of-working-practice-in-cultivating-chinese-university-teachers-professional-identity/594127/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-63-number-3-exploring-the-effects-of-working-practice-in-cultivating-chinese-university-teachers-professional-identity/594127.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"How does working practice help teachers plan their future?","Question",{"text":62,"@type":63},"Working practice helps participants build clear professional plans, with expectations to promote teaching capabilities, communication abilities, and moral levels.","Answer","https://schema.org",{"og:url":32,"og:type":66,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":68,"canonical":32},"index,follow",{"doc_id":70,"site_id":7},594127,1792886969,{"code":4,"msg":73,"data":74},"success",{"doc_id":70,"user_id":75,"nickname":42,"user_avatar":76,"doc_module":4,"category_id":77,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":78,"file_id":79,"file_url":80,"file_type":81,"file_size":82,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":83,"language":84,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":85,"faqs":86,"seo_title":87,"seo_description":12,"update_tm":88,"read_time":89},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"Australian Journal of Adult Learning Volume 63, Number 3, November 2023  \nExploring the effects of working practice in cultivating Chinese university teachers' professional identity  \nChunlin Yao  \nTianjin Chengjian University, China  \nJie Yang*  \nCaofeidian College of Technology, China  \nThe study explores the effects of working practice in cultivating Chinese university teachers’professional identities. It collects data from questions delivered in a presentation forum and individual interviews. After analysing data the study gets the following findings. Firstly, the reasons for participants choosing to be university teachers include personal interests and job satisfaction. Secondly, after working for some years, participants’professional identities change significantly. They understand their position deeply, becoming more interested in their jobs, setting up more apparent professional goals or missions, and highlighting their moral levels and working ethics. Thirdly, working practice helps participants build clear professional plans. They expect to promote their teaching capabilities, communication abilities, and moral levels. Fourthly, working practice helps participants set up a strong sense of belongingness as university teachers. They care about other’s opinions of their group. The findings illustrate that working practice can improve Chinese university teachers’professional identity, which can be explained by  \n504 Chunlin Yao and Jie Yang  \nthe collectivism of Chinese culture.  \nKeywords: Chinese, professional identity, university teacher, working practice  \nIntroduction  \nProfessional identity is understood as an individual’s understanding of one’s professional interests, values, identifications, and ambitions (Kira & Balkin, 2014; Vähäsantanen, 2022; Vähäsantanen, Hökkä, Paloniemi, Herranen, & Eteläpelto, 2017).It is one of the most important factors that influence one’s attitude and the development of one’s career. Professional identity is an important part of organisational cultures and structures (Billett, 2010; Harteis, 2018).It is atthe core of individual and organisational development.Professional identity includes individuals’previous experiences; current professional interests, goals, values, and ambitions; and prospects, orientations, and career plans (Brown, 2015; Kira & Balkin, 2014).Scholars (Miscenko & Day, 2016) believe that the sense of belonging to a group is essential to professional identity as well.Professional identity, therefore, can be revealed by the following questions (Brown, 2015; Kira & Balkin, 2014; Miscenko & Day, 2016):“How have I become a professional?”“Who am I as a professional atthe moment?”“Who do I want to become as a professional in the future?”“Who are we together as professionals, or as a group at work?” Scholars have studied professional identity for many years. Previous findings have reported that professional identity is influenced, shaped, and even determined by the social environment (Billett, 2010; Eteläpelto, 2008); and it is changeable and flexible (Akkerman & Meijer, 2011; Brown, 2015).Thus, it is necessary to study professional identity in different cultures and social environments.  \nScholars have proposed some methods to promote professionals’identity, such as the masks method (Leitch, 2010), the professional body method (Vähäsantanen, Hökkä, Paloniemi, Herranen, & Eteläpelto, 2017), and the visual narrative method (Kosonen, 2018).However, those methods are within separate or independent training sessions and workrelated interventions (Vähäsantanen, 2022). It is necessary to find ways to improve professional identities in authentic working environments.  \nExploring the effects of working practice in cultivating Chinese university teachers’professional 505  \nidentity  \nIn addition, previous studies of professionals’identity are qualitative studies, collecting data with the methods of storytelling (Leitch, 2010; Vähäsantanen, Hökkä, Paloniemi, Herranen, & Eteläpelto, 2","cbCaiiMIh13xwUnX","https://ap.wps.com/l/cbCaiiMIh13xwUnX","pdf",114940,11,"English","# Introduction\n## Professional identity concepts\n## Methods to promote professional identity\n# Exploring the effects of working practice\n## Prior research on methods and workplace learning\n# Methodology\n## Research design and data sources","[{\"question\":\"How does working practice help teachers plan their future?\",\"answer\":\"Working practice helps participants build clear professional plans, with expectations to promote teaching capabilities, communication abilities, and moral levels.\"}]","Australian Journal of Adult Learning - Volume 63 - Number 3 - Exploring the Effects of Working Practice in Cultivating Chinese University Teachers' Professional Identity | PDF",1792078585,28,{"code":4,"msg":73,"data":91},[92,96,100,104,109,114,119,122,127,130,134],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Exam",70,"exam",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},5,"Comic",60,"comic",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},6,"Technology",50,"technology",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},7,"Healthcare",40,"healthcare",{"id":77,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":120,"slug":121},30,"research-report",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},9,"Religion & Spirituality",20,"religion-spirituality",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":125,"slug":129},"World Cup","world-cup",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":131,"slug":133},10,"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":105,"slug":137},19,"General","general"]