Literaturnachweis - Detailanzeige
| Autor/in | Trent, John |
|---|---|
| Titel | Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators |
| Quelle | In: Journal of Teacher Education, 64 (2013) 3, S.262-275 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4871 |
| DOI | 10.1177/0022487112471998 |
| Schlagwörter | Teacher Education; Language Teachers; English (Second Language); Foreign Countries; Second Language Learning; Teacher Educators; Professional Identity; Discourse Analysis; Teacher Attitudes; Teaching Experience; Teacher Education Programs; Semi Structured Interviews; Teacher Characteristics; Professional Development; Hong Kong |
| Abstract | This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity-in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to examine participants' identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization. Implications for schoolteachers, teacher educators, and educational authorities, as well as for both future applied research and for understandings of identity, are discussed. (Contains 1 table, and 1 figure.) (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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