The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities

Autor/in	Trent, John
Titel	The Identity Construction Experiences of Early Career English Language Teachers in Hong Kong. Great Expectations and Practical Realities
Quelle	In: Research Papers in Education, 31 (2016) 3, S.316-336 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2015.1037336
Schlagwörter	Professional Identity; Language Teachers; Second Language Learning; Second Language Instruction; Foreign Countries; Case Studies; Qualitative Research; Self Concept; Teacher Education; Teaching Experience; English (Second Language); Educational Experience; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Selbstkonzept; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungserfahrung; Hongkong
Abstract	This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching experience provided a longitudinal perspective on the teachers' experiences of becoming teachers. A contribution of this study is to examine such experiences using the analytical lens of teacher identity. The case studies illustrate that these teachers faced considerable challenges in constructing teacher identities as they negotiated the dominant discourses of teaching and learning within individual Hong Kong schools. It is argued that school-based support for early career teachers should include the problematisation of the identity positions available to all teachers within the profession as a whole in order to support the construction of the professional and personal identities that these teachers place a premium upon. Implications for teacher education and future research are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01