Teacher education as identity construction: Insights from action research

Teacher education as identity construction: Insights from action research

• Trent, John Dept of English, Hong Kong Institute of Education

Journal of Education for Teaching, 36(2), 153-168, 2010

Routledge

2010

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Teachers -- Training of Action Research in Education English Teachers -- Training of Student Teachers English Language -- Study & Teaching Teaching Experience Teacher Researchers Qualitative Research Discourse Analysis Pre-Service Teachers in Action Research Teacher Identity

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper reports on the results of a qualitative study that explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre-service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed.
[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/10.1080/02607471003651672]

• English

Journal Articles

• 02607476

• 10.1080/02607471003651672

https://bibliography.lib.eduhk.hk/en/bibs/fb083684

2010-12-24