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ERIC Number: EJ876224
Record Type: Journal
Publication Date: 2010-May
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
From Rigid Dichotomy to Measured Contingency. Hong Kong Preservice Teachers' Discursive Construction of Identity
Trent, John
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n4 p906-913 May 2010
This article reports on a qualitative study into the discursive construction of teacher identities amongst six preservice English language teachers in Hong Kong. While teacher identity construction has been conceptualized as an evolving process of becoming a teacher, some preservice teachers regard their professional identities as rigid, resulting in criticism of teacher education programs that promote a unitary image of "good" teachers and teaching. The results of this study suggest that the participants did hold rigid conceptions about mutually exclusive types of teachers and teaching approaches. These conceptions were challenged as participants reflected on their own enactment of teacher identities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong