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ERIC Number: EJ919283
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-0260-7476
Cross-Border Pre-Service Teachers in Hong Kong: "To Be or Not to Be Integrated, that Is the Problem"
Gu, Michelle Mingyue
Journal of Education for Teaching: International Research and Pedagogy, v37 n2 p139-154 2011
This study uses discourse theory to explore the teaching identities of a group of mainland Chinese pre-service teachers of English in a teacher education institute in Hong Kong. Exploring how the teaching identities are discursively constructed, the study reaches two conclusions. First, that the pre-service teachers negotiate their own positions within multiple positionings from peers, students on the teaching practicum and the broader enterprise of professional language teaching in Hong Kong; and second, that they discursively construct their teaching identity as English language teachers with particular linguistic and cultural backgrounds to gain legitimacy. The study extends understandings of the interconnected relations of discourse and identity in such contexts. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong