Exploring identities of novice mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders

Exploring identities of novice mainland Chinese teachers in Hong Kong: Insights from teaching creative writing at primary schools across borders

• Teng, Mark Feng Hong Kong Baptist University
• Yip, Wai Chi Jesse Hong Kong Baptist University

Applied Linguistics Review, 13(1), 71-98, 2022

De Gruyter

2022

• 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
• 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

Creative Writing Cross-border Teachers English Identity Control Theory Teacher Identity

• Hong Kong

• 1997.7 onwards

• 小學教育

This study, drawing upon data triangulated from interviews, classroom research reports, and school documents, sheds light on how cross-border teachers from mainland China to Hong Kong construct and negotiate their identities when teaching English creative writing. Using identity control theory (ICT) this study examines discursive and complex identity development and reveals contextual and interpersonal factors that hinder identity construction among teachers of English creative writing. Factors include isolation from local colleagues, failure to integrate into the host community due to cultural and linguistic differences, standardized school instruction, heavy workloads, students' distrust, and students' low English proficiency. Cross-border teachers were found to experience negative emotions including stress, anger, and unease due to failed teacher identity verification in a new land. This study contributes to theoretical knowledge of ICT, suggesting inaction and secondary emotions as outcomes of the incongruence between the meanings of identity standard and input. Relevant theoretical and pedagogical implications are also discussed. Copyright © 2019 Walter de Gruyter GmbH, Berlin/Boston.

• 英文

期刊論文

• 18686303

• 10.1515/applirev-2018-0128

https://bibliography.lib.eduhk.hk/tc/bibs/b3322bfc

2023-03-06