'Four years on, I'm ready to teach': Teacher education and the construction of teacher identities

'Four years on, I'm ready to teach': Teacher education and the construction of teacher identities

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

Teachers and Teaching: Theory and Practice, 17(5), 529-543, 2011

London

Routledge

2011

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Beginning Teachers English (Second Language) Identity Preservice Teacher Education Second Language Teaching Student Teachers Teacher Attitudes Teaching Styles Higher Education Professional Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This article discusses the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. Using in-depth interviews to gain a rich understanding of participants' teacher identity formation in practice and discourse, the paper examines the perspectives of six preservice teachers about teaching and teachers at the completion of their undergraduate teacher education program. In contrast to the theorization of teacher identity construction, the results suggest that the participants often held rigid views about teaching and how they saw themselves, and others, as teachers. The paper argues that this rigidity may lead to antagonistic relations between these preservice teachers and their more experienced colleagues as the participants move into teaching and explores the implications for challenging this rigidity within the context of teacher education programs. Implications for future research are also considered.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2011.602207]

• 英文

期刊論文

• 13540602

• 10.1080/13540602.2011.602207

https://bibliography.lib.eduhk.hk/tc/bibs/0515293a

2013-11-16