The Formation of English Teacher Identities: A Cross-Cultural Investigation

Autor/inn/en	Gu, Mingyue; Benson, Phil
Titel	The Formation of English Teacher Identities: A Cross-Cultural Investigation
Quelle	In: Language Teaching Research, 19 (2015) 2, S.187-206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541725
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Student Attitudes; Context Effect; Focus Groups; Self Concept; Professional Identity; Asians; Foreign Countries; Communities of Practice; Critical Theory; Interviews; Teacher Education; Sociocultural Patterns; Socioeconomic Background; Cross Cultural Studies; China; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Selbstkonzept; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Community; Kritische Theorie; Interviewing; Interviewtechnik; Lehrerausbildung; Lehrerbildung; Soziokulturelle Theorie; Sozioökonomische Lage; Cultural comparison; Kulturvergleich; Hongkong
Abstract	Drawing 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01