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期刊論文

Pre-service teachers' professional identity transformation: A positioning theory perspective

  • Pre-service teachers' professional identity transformation: A positioning theory perspective
  • Routledge
  • 2021
    • Hong Kong
    • 1997.7 onwards
    • 專上教育
  • By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers' professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher education programme for teaching Chinese as a second language. Multiple data sources, including interviews, reflective journals, classroom observations and lesson plans, were collected over one year. Pre-service teachers were found to negotiate individual deliberated self-positionings before entering the education programme and forced self-positionings from significant others during the education programme in three key stages: pre-positioning, negotiated positioning and performed positioning. Three differentiated positioning trajectories were identified that were greatly influenced by the pre-service teachers' levels of willingness, capability and power. Copyright ©2021 Routledge.
    • 英文
  • 期刊論文
    • 19415257
  • https://bibliography.lib.eduhk.hk/tc/bibs/2c88527a
  • 2022-05-12

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