CFL teacher identity construction: A core element of future innovative practice

CFL teacher identity construction: A core element of future innovative practice

Exploring innovative pedagogy in the teaching and learning of Chinese as a foreign language

• Li, Zhen Jennie The University of Hong Kong

• Moloney, Robyn Macquarie University
• Xu, Hui Ling Macquarie University

Singapore

Springer

2016

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Professional Identity School Context International School Identity Construction Teacher Participant

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Teacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context. Copyright © 2016 Springer Science+Business Media Singapore.

• English

Book Chapters

• 10.1007/978-981-287-772-7_10

https://bibliography.lib.eduhk.hk/bibs/e145385f

2020-05-18