Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong

Autor/inn/en	Gu, Mingyue; Lai, Chun
Titel	Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
Quelle	In: Teacher Education Quarterly, 39 (2012) 3, S.45-61 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Motivation; English (Second Language); Foreign Countries; Comparative Analysis; Student Teachers; Student Teacher Attitudes; Teacher Education; Politics of Education; Social Environment; Longitudinal Studies; Cultural Context; Second Language Instruction; Language Teachers; China; Hong Kong + Suchen Sie Ihr Suchwort? Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Educational policy; Bildungspolitik; Soziales Umfeld; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Hongkong
Abstract	Research indicates that historical and social backgrounds influence individuals' motivation to teach and their commitment to teaching (Gordon, 2000; Su, Hawkins, Huang & Zhao, 2001). This article reports on a comparative study exploring the motivation to teach and the commitment to teaching among non-local prospective student teachers from mainland China and their Hong Kong local counterparts. This study was based on the accounts of prospective student teachers after their first semester of study at a teacher training institute, at which time they had not yet had the chance to observe or experience teaching in actual Hong Kong schools. Their motivation to teach might well change as they gain more and better understanding of the sociopolitical contexts of Hong Kong education and the institutional culture of Hong Kong schools. Thus, a longitudinal study following prospective student teachers over time to investigate fluctuations in their motivation to teach might provide insights into the interaction between their assessment and re-assessment of socio-cultural contexts, their evolving teaching identity and their motivation to teach. (Contains 1 table and 1 note.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10