Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences

Co-constructing Hong Kong preservice teacher identity in intercultural education, connecting with other teaching practices, and childhood schooling influences

• Lee, Daphnee Hui Lin The Chinese University of Hong Kong
• Gube, Jan Christian C The Education University of Hong Kong

International Journal of Intercultural Relations, 100, 2024

Elsevier

2024

• 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

Cultural Diversity Identity Grafting Intercultural Education Preservice Teacher Education School Banding Teacher Identity

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers’ experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. Copyright © 2024 Elsevier Ltd. All rights reserved.

• 英文

期刊論文

• 01471767

• 10.1016/j.ijintrel.2024.101965

https://bibliography.lib.eduhk.hk/tc/bibs/0d0a079b

2024-10-09