Research engagement as identity construction: Hong Kong preservice teachers' experiences of a compulsory research project

Research engagement as identity construction: Hong Kong preservice teachers' experiences of a compulsory research project

• Trent, John Dept. of English, Hong Kong Institute of Education

Teacher Development, 16(2), 145-160, 2012

Routledge

2012

• M 教師與教師教育
  • MF 教育工作人員之特徵與境況
• M 教師與教師教育
  • MA 教師之專業教育
• T 教育研究
  • TB 對研究活動之研究

Student Teacher Attitudes Identity Professional Education Student Research Preservice Teacher Education Second Language Teaching English (Second Language)

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper reports the results of a qualitative study that examined the experiences of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. Drawing upon in-depth interviews and using methods of discourse analysis, the study considers how the student teachers' expectations and experiences of a compulsory research project shaped and were shaped by the construction of their professional identities. The results illustrate the identity conflicts the preservice teachers experienced as their research engagement required that they cross institutional and educational boundaries to confront, question, and reject various identity positions, including 'student teacher', 'full-time teacher', and 'teacher-researcher'. Implications for how schools and teacher education programs that include a compulsory research component might support preservice teachers during such identity formation experiences as well as for future research are discussed.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.688677]

• 英文

期刊論文

• 13664530

• 10.1080/13664530.2012.688677

https://bibliography.lib.eduhk.hk/tc/bibs/c9b8ef30

2014-01-18