Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'

Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'

• Gu, Michelle Mingyue Research Centre into Language Acquisition and Education in Multilingual Societies (RCLEAMS), Hong Kong Institute of Education

Journal of Education for Teaching, 37(2), 139-154, 2011

Routledge

2011

• M 教師與教師教育
  • MA 教師之專業教育
• N 學生與學生服務
  • NN 外地來港之留學生

Preservice Teacher Education English (Second Language) Identification (Psychology) Student Teacher Attitudes Language of Instruction Cultural Influences Interviews Second Language Instruction Sino Tibetan Languages Social Influences Language Teachers Higher Education

• Hong Kong

• 1997.7 onwards

• 專上教育

This study uses discourse theory to explore the teaching identities of a group of mainland Chinese pre-service teachers of English in a teacher education institute in Hong Kong. Exploring how the teaching identities are discursively constructed, the study reaches two conclusions. First, that the pre-service teachers negotiate their own positions within multiple positionings from peers, students on the teaching practicum and the broader enterprise of professional language teaching in Hong Kong

• 英文

期刊論文

• 02607476

• 10.1080/02607476.2011.558265

https://bibliography.lib.eduhk.hk/tc/bibs/addfeed6

2011-06-10