The formation of English teacher identities: A cross-cultural investigation
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AbstractDrawing on insights from Communities of Practice and critical discourse theory, this study investigates how teacher identities are discursively constructed in course of teacher education and under the influence of social structure. The participants were seven Hong Kong and nine mainland Chinese pre-service teachers. Two focus group interviews and in-depth individual interviews with each of the participants were employed. The study revealed that the identity formation of these participants is enacted individually, mediated by the immediate contextual factors, shaped by their socio-economic backgrounds and constructed with reference to social discourses on teachers and teaching profession. This article discusses the sociocultural factors behind the differences and generates implications for present teacher education practice and future research.
All Author(s) ListGu MY, Benson P.
Journal nameLanguage Teaching Research
Year2015
Month3
Day1
Volume Number19
Issue Number2
PublisherSAGE Publications
Place of PublicationUnited States
Pages187 - 206
ISSN1362-1688
eISSN1477-0954
LanguagesEnglish-United Kingdom
KeywordsComparative study, Hong Kong, mainland China, pre-service English language teachers, teacher identity

Last updated on 2020-21-11 at 01:43