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ERIC Number: EJ1099327
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0267-1522
The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities
Trent, John
Research Papers in Education, v31 n3 p316-336 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A