Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong

Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong

• Gu, Michelle Mingyue Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong

Asia Pacific Journal of Education, 33(4), 407-423, 2013

Routledge

2013

• M 教師與教師教育
  • MI 內地教師、外籍教師、外籍英語教師計劃
• M 教師與教師教育
  • MF 教育工作人員之特徵與境況

• Hong Kong
• Beijing

• 1997.7 onwards

• 未指定或無法歸類

This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a teacher education institution. Findings demonstrate that 1) the participants recast their extant ideologies and cultural beliefs in response to multiple influences in their new context, enabling them to move beyond pre-established teaching values to re-construct their teaching identity; and 2) some participants constructed a bicultural and multilingual identity to gain legitimacy in the host context. The findings indicate that a more supportive context that provides more room for cultural awareness should be co-constructed by local and non-local pre-service teachers, institutions and policy makers. The study extends understanding of the interconnected relations between teacher identity and historical and social discourses.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188791.2013.808987]

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2013.808987

https://bibliography.lib.eduhk.hk/tc/bibs/193a99a8

2014-10-28