Pre-service teachers’ professional identity transformation: a positioning theory perspective

Pre-service teachers’ professional identity transformation: a positioning theory perspective

• Huang, Xianhan Yvonne The University of Hong Kong
• Wang, Chan The University of Hong Kong

Professional Development in Education, 50(1), 174-191, 2024

Routledge

2024

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

Positioning Professional Identity Pre-service Teachers Power Willingness Capability

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers’ professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher education programme for teaching Chinese as a second language. Multiple data sources, including interviews, reflective journals, classroom observations and lesson plans, were collected over one year. Pre-service teachers were found to negotiate individual deliberated self-positionings before entering the education programme and forced self-positionings from significant others during the education programme in three key stages: pre-positioning, negotiated positioning and performed positioning. Three differentiated positioning trajectories were identified that were greatly influenced by the pre-service teachers’ levels of willingness, capability and power. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 19415257

• 10.1080/19415257.2021.1942143

https://bibliography.lib.eduhk.hk/en/bibs/4aaa1607

2024-06-17