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Age and professional identity: EFL teachers at tertiary institutions in Japan

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posted on 2022-03-28, 23:51 authored by Sarah Louise Mason
This qualitative study, which uses a narrative inquiry approach, presents data from in-depth interviews with seven participants working in EFL at tertiary institutions throughout Japan. This thesis contributes to the field of language teacher identity by expanding it to include a focus on the construct of age as a key component of identity. It was found that the participants’ age identities were co-constructive of their professional development; that they constructed their age contextually, relative to the ages of their students and other teachers; the participants’ age identities were chronologically framed by their institutions and used to manage their professional opportunities.


Table of Contents

1. Age in academia -- 2. Literature review -- 3. Methodology -- 4. Findings : life histories -- 5. Findings : themes -- 6. Discussion -- 7. Conclusion -- Appendices -- References.


Bibliography: pages 76-85 Theoretical thesis.

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, Department of Educational Studies

Department, Centre or School

Department of Educational Studies

Year of Award


Principal Supervisor

Alice Chik


Copyright Sarah Louise Mason 2018. Copyright disclaimer: http://mq.edu.au/library/copyright




1 online resource (85 pages) diagrams, tables

Former Identifiers

mq:70502 http://hdl.handle.net/1959.14/1264899