Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

• Lai, Chun The University of Hong Kong
• Gu, Mingyue The Chinese University of Hong Kong
• Hu, Jingjing The University of Hong Kong

Journal of Education for Teaching, 1-18, 2015

Routledge

2015

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2015.1081717]

• English

Journal Articles

• 02607476

• 10.1080/02607476.2015.1081717

https://bibliography.lib.eduhk.hk/en/bibs/7189092d

2015-10-16