Understanding Language Teacher Educators' Professional Experiences: An Exploratory Study in Hong Kong

Autor/inn/en	Yuan, Rui; Lee, Icy
Titel	Understanding Language Teacher Educators' Professional Experiences: An Exploratory Study in Hong Kong
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 1, S.143-149 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0117-6
Schlagwörter	Language Teachers; Teacher Educators; Second Language Learning; Second Language Instruction; Faculty Development; Personal Narratives; Teacher Attitudes; Teacher Role; Change Agents; Supervisors; Teacher Supervision; Role Conflict; Job Satisfaction; Professional Continuing Education; Researchers; Foreign Countries; Faculty Publishing; Faculty Workload; College Faculty; Teacher Education; Hong Kong + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Erlebniserzählung; Lehrerverhalten; Lehrerrolle; Rollenkonflikt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsfeldbezogener Unterricht; Weiterbildung; Researcher; Forscher; Ausland; Fakultät; Hongkong
Abstract	This research explores six language teacher educators' professional experiences in Hong Kong. Drawing on the data from their narrative frames, the study identified some distinct roles in the participants' professional lives, including teacher, supervisor, learner, researcher, scholar, and change agent. While some of the roles were satisfying and rewarding (e.g., teacher and supervisor), conflicts and tensions occurred in other roles (e.g., researcher and change agent), which could be attributed to the lack of professional support for their continuous learning, the institutional pressure to publish, and the difficulty in bridging the research-practice divide. By taking a reflective stance and exercising their professional agency, the participants attempted to cope with the conflicting roles and found meaning and satisfaction in their work. The study concludes that teacher educators should be encouraged to inquire into their own professional practice and provided with more opportunities and resources to engage in their continuous professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01