Based on performance theory, this paper adopted narrative inquiry to examine English-medicated instruction (EMI) teacher teaching medical specialised courses' professional identity construction through tensions and their accommodation strategies. In-depth interview combing topical interview with narrative interview was carried out with one doctor as an EMI teacher teaching medical specialised courses at one university, School of Medicine in Guangzhou. Thematic narrative analysis showed that in the transition to EMI teacher, Teacher Li encountered three major identity tensions: English language face vs. content knowledge face; knowledge transmission face vs. learning facilitating face and teacher face vs. doctor or researcher face. In coping with these tensions, accommodation strategies were used accordingly. Professional identity of an amateur EMI teacher who highlighted content knowledge and transmitted knowledge with scenario-oriented questioning, experience-based cases and new ideas and the differences between China and the West-combined views.
Meng Ling
,
Yang Jun
. Narrative inquiry into professional identity construction: tensions and accommodation strategies of a English-mediated instruction (EMI) teacher teaching medical specialised courses[J]. Chinese Journal of Medical Education, 2021
, 41(10)
: 885
-890
.
DOI: 10.3760/cma.j.cn115259-20201028-01525
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