Transforming Pedagogical Practices and Teacher Identity Through Multimodal (Inter)action Analysis: A Case Study of Novice EFL Teachers in China

This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Analysis (MIA), it analyzes 270 min of video-recorded lesson...

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Principais autores:	Jing Zhou, Chengfei Li, Yan Cheng
Formato:	Artigo
Idioma:	Inglês
Publicado em:	MDPI AG 2025-08-01
coleção:	Behavioral Sciences
Assuntos:	multimodal (inter)action analysis novice EFL teachers teacher identity development multimodal pedagogical strategies China
Acesso em linha:	https://www.mdpi.com/2076-328X/15/8/1050
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