Role management strategies of beginning teachers in Hong Kong

Role management strategies of beginning teachers in Hong Kong

• Choi, Pik Lin Hong Kong Institute of Education
• Tang, Sylvia Yee Fan Hong Kong Institute of Education

Teacher Development, 9(3), 369-388, 2005

Routledge

2005

• M Teachers & Education for Teachers

Socialization Biographies Foreign Countries Beginning Teachers Role Perception Role Theory Coping Interviews Social Cognition Work Environment Industrial Psychology Career Development Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Beginning teachers encounter new challenges as the role system in contemporary society has become more and more demanding. By means of the life history method, role management strategies of four Hong Kong beginning teachers employed to cope with role demands and intra-role conflicts were located in their biographical, workplace and wider social-historical contexts. The study shows that strategies such as qualification matching, definition searching, strategic compliance and strategic redefinition were adopted in the professional socialization process. The employment of certain role management strategies, which was related to the novices' human agency, the structure and culture in the workplace as well as the rewards and punishment embedded in the wider social context, had an impact on the development of beginning teachers' professional identity.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530500200260 ]

• English

Journal Articles

• 13664530

• 10.1080/13664530500200260

https://bibliography.lib.eduhk.hk/en/bibs/2d507192

2010-09-27