The identity construction experiences of early career English language teachers in Hong Kong: Great expectations and practical realities

The identity construction experiences of early career English language teachers in Hong Kong: Great expectations and practical realities

• Trent, John Gilbert The Hong Kong Institute of Education

Research Papers in Education, 2015

Taylor & Francis

2015

• 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
• G 課程與教學:個別教學範疇
  • GB 英文

Early Career Teachers Teacher Identity Teacher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching experience provided a longitudinal perspective on the teachers’ experiences of becoming teachers. A contribution of this study is to examine such experiences using the analytical lens of teacher identity. The case studies illustrate that these teachers faced considerable challenges in constructing teacher identities as they negotiated the dominant discourses of teaching and learning within individual Hong Kong schools. It is argued that school-based support for early career teachers should include the problematisation of the identity positions available to all teachers within the profession as a whole in order to support the construction of the professional and personal identities that these teachers place a premium upon. Implications for teacher education and future research are also discussed.
[Copyright © 2015 Taylor & Francis.]

• 英文

期刊論文

• 02671522

https://bibliography.lib.eduhk.hk/tc/bibs/51963961

2015-07-23