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Using data from two rounds of in-depth interviews with 13 Chinese university English teachers over one and a half years, the study examined their experiences in the UK through the lens of professional identity. Findings show negotiated, evolving identities shaped participants’ investment in professional development within their specific contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/university-english-teachers-professional-development-through-academic-visits-using-identity-as-a-theoretical-lens/594064/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/university-english-teachers-professional-development-through-academic-visits-using-identity-as-a-theoretical-lens/594064.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the academic visitor programs examined in the study?","Question",{"text":112,"@type":113},"They aimed to enhance university teachers’ teaching and research capacity as well as intercultural competence. The study focuses on how these programs affect professional identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study used data from two rounds of in-depth interviews with 13 Chinese university English teachers collected over a year and a half.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings suggest about professional development during academic visits?",{"text":121,"@type":113},"Participants entered with different expectations and negotiated and constructed different identities. Those developing identities then influenced how much they invested in professional development in their situated contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594064,1792165049,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 3 | Article 1 |\n| --- | --- |\n| 2022\u003Cbr>University English Teachers’Professional Development Through Academic Visits: Using Identity as a Theoretical Lens\u003Cbr>Feng Ding\u003Cbr>Faculty of English Language and Culture, Guangdong University of Foreign Studies， China\u003Cbr>Rui Eric Yuan\u003Cbr>Faculty of Education, University of Macau, China\u003Cbr>Fiona Curtis\u003Cbr>Institute of Education, University of Reading, Reading, UK\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons, and the Scholarship of Teaching and Learning Commons |  |\n\nRecommended Citation  \nDing, F., Yuan, R., & Curtis, F. (2022) . University English Teachers’ Professional Development Through Academic Visits: Using Identity as a Theoretical Lens. Australian Journal of Teacher Education, 47(3) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n3.1](http://dx.doi.org/10.14221/ajte.2022v47n3.1)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss3/1](https://ro.ecu.edu.au/ajte/vol47/iss3/1)  \nUniversity English Teachers’ Professional Development Through Academic Visits: Using Identity as a Theoretical Lens  \nFeng Ding  \nGuangdong University of Foreign Studies, China  \nRui Eric Yuan  \nUniversity of Macau, China  \nFiona Curtis  \nUniversity of Reading, UK  \nAbstract: Academic visitor programs aim to enhance university teachers’teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens ofprofessional identity.  \nFindings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important implications for academic visit programs which need to be designed in line with the complex needs and identities of university teachers.  \nIntroduction  \nNumerous studies have been conducted to explore the impact of overseas immersion programs on the professional development of school teachers. Very few studies, however, have explored the impact of similar programs on university teachers who go to a foreign university as visiting scholars (Patricio et al., 2018) . Universities and governments across the world encourage and support university teachers to go overseas as visiting scholars to improve their research and teaching as part of the process of higher education internationalization (e.g. Liu & Jiang, 2015; Mo, Chao & Kuntz, 2015; Patricio et al., 2018) . In particular, the Chinese visiting scholar program is large in scale as many teachers from Chinese universities apply for a scholarship to study in Western countries for 6-12 months each year. Unlike school teachers who participate in immersion programs to improve their teaching, the focus of university teachers is largely related to research (van Lankveld et al., 2017). Visiting scholars are not enrolled in a specific program, but rather they are expected to engage in self-study (e.g., by choosing to attend courses) and perform independent research with the support from mentors and colleagues in the host university. Exploring how teachers develop in such a visiting scholar program will deepen our understanding of how overseas immersion programs may influence teacher and researcher development. In addition, firsthand experiences from visiting scholars enable us to see the learning opportunities these programs might provide. Failu","cbCaigf7nX1Y2GxF","https://ap.wps.com/l/cbCaigf7nX1Y2GxF","pdf",294279,"English","# Introduction\n# Literature Review\n## Immersion for Teachers\n# Abstract","[{\"question\":\"What was the purpose of the academic visitor programs examined in the study?\",\"answer\":\"They aimed to enhance university teachers’ teaching and research capacity as well as intercultural competence. The study focuses on how these programs affect professional identity.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used data from two rounds of in-depth interviews with 13 Chinese university English teachers collected over a year and a half.\"},{\"question\":\"What did the findings suggest about professional development during academic visits?\",\"answer\":\"Participants entered with different expectations and negotiated and constructed different identities. Those developing identities then influenced how much they invested in professional development in their situated contexts.\"}]","University English Teachers’ Professional Development Through Academic Visits - Using Identity as a Theoretical Lens | PDF",1792078464,48]