Cultural identity in teaching across borders: mainland Chinese pre-service teachers in Hong Kong
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AbstractThis study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a teacher education institution. Findings demonstrate that 1) the participants recast their extant ideologies and cultural beliefs in response to multiple influences in their new context, enabling them to move beyond pre-established teaching values to re-construct their teaching identity; and 2) some participants constructed a bicultural and multilingual identity to gain legitimacy in the host context. The findings indicate that a more supportive context that provides more room for cultural awareness should be co-constructed by local and non-local pre-service teachers, institutions and policy makers. The study extends understanding of the interconnected relations between teacher identity and historical and social discourses.
All Author(s) ListGu MM
Journal nameAsia Pacific Journal of Education
Volume Number33
Issue Number4
PublisherTaylor & Francis (Routledge): SSH Titles
Pages407 - 423
LanguagesEnglish-United Kingdom
Keywordscross-border teaching; cultural identity; Hong Kong; teacher professional development
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-15-09 at 00:47