Understanding higher education-based teacher educators' identities in Hong Kong: A sociocultural linguistic perspective

Understanding higher education-based teacher educators' identities in Hong Kong: A sociocultural linguistic perspective

• Yuan, Rui Eric The Hong Kong Institute of Education

Asia-Pacific Journal of Teacher Education, 2015

Routledge

2015

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

A Sociocultural Linguistic Perspective Higher Education Reform and Change Qualitative Research Teacher Educator Identity

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as "accidental teacher educator," "teacher educator-researcher," "struggling researcher," "teacher of teachers," and "inactive researcher" in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education.
[Copyright © 2015 Australian Teacher Education Association.]

• English

Journal Articles

• 1359866X

https://bibliography.lib.eduhk.hk/en/bibs/99b8462e

2016-01-18