Teacher education as identity construction: Insights from action research

Teacher education as identity construction: Insights from action research

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

Journal of Education for Teaching, 36(2), 153-168, 2010

Routledge

2010

• M 教師與教師教育
  • MA 教師之專業教育

Teachers -- Training of Action Research in Education English Teachers -- Training of Student Teachers English Language -- Study & Teaching Teaching Experience Teacher Researchers Qualitative Research Discourse Analysis Pre-Service Teachers in Action Research Teacher Identity

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper reports on the results of a qualitative study that explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the paper examines how participation in an action research project by one group of pre-service English language teachers in Hong Kong shaped their experiences of becoming teachers. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse. Implications for teacher education and future research are also discussed.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607471003651672]

• 英文

期刊論文

• 02607476

• 10.1080/02607471003651672

https://bibliography.lib.eduhk.hk/tc/bibs/fb083684

2010-12-24