Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'

Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'

• Gu, Michelle Mingyue Research Centre into Language Acquisition and Education in Multilingual Societies (RCLEAMS), Hong Kong Institute of Education

Journal of Education for Teaching, 37(2), 139-154, 2011

Routledge

2011

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• N Students & Student Services
  • NN Overseas Students in Hong Kong

Preservice Teacher Education English (Second Language) Identification (Psychology) Student Teacher Attitudes Language of Instruction Cultural Influences Interviews Second Language Instruction Sino Tibetan Languages Social Influences Language Teachers Higher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This study uses discourse theory to explore the teaching identities of a group of mainland Chinese pre-service teachers of English in a teacher education institute in Hong Kong. Exploring how the teaching identities are discursively constructed, the study reaches two conclusions. First, that the pre-service teachers negotiate their own positions within multiple positionings from peers, students on the teaching practicum and the broader enterprise of professional language teaching in Hong Kong

• English

Journal Articles

• 02607476

• 10.1080/02607476.2011.558265

https://bibliography.lib.eduhk.hk/bibs/addfeed6

2011-06-10