Confronting difference: Learning to teach in a borderland school in Hong Kong

Confronting difference: Learning to teach in a borderland school in Hong Kong

• Chan, Cheri The University of Hong Kong

Advances in Research on Teaching, 46, 53-73, 2023

Emerald Publishing Limited

2023

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

Narrative Inquiry Online Teacher Mentoring Teaching Across Cultural Contexts Teaching English as a Second Language Teacher Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China). Copyright © 2023 Emerald Publishing Limited.

• English

Journal Articles

• 14793687

• 10.1108/S1479-368720230000046004

https://bibliography.lib.eduhk.hk/bibs/f0696e9c

2024-04-09