Role Management Strategies of Beginning Teachers in Hong Kong

Autor/inn/en	Choi, Pik Lin; Tang, Sylvia Yee Fan
Titel	Role Management Strategies of Beginning Teachers in Hong Kong
Quelle	In: Teacher Development, 9 (2005) 3, S.369-387 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Socialization; Biographies; Foreign Countries; Beginning Teachers; Role Perception; Role Theory; Coping; Interviews; Social Cognition; Work Environment; Industrial Psychology; Career Development; Hong Kong + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Biography; Biografie; Biographie; Ausland; Junior teacher; Junglehrer; Role conception; Rollenverständnis; Rollentheorie; Bewältigung; Interviewing; Interviewtechnik; Soziale Kognition; Arbeitsmilieu; Betriebspsychologie; Industriepsychologie; Berufsentwicklung; Hongkong
Abstract	Beginning teachers encounter new challenges as the role system in contemporary society has become more and more demanding. By means of the life history method, role management strategies of four Hong Kong beginning teachers employed to cope with role demands and intra-role conflicts were located in their biographical, workplace and wider social-historical contexts. The study shows that strategies such as qualification matching, definition searching, strategic compliance and strategic redefinition were adopted in the professional socialization process. The employment of certain role management strategies, which was related to the novices' human agency, the structure and culture in the workplace as well as the rewards and punishment embedded in the wider social context, had an impact on the development of beginning teachers' professional identity. (Contains 1 table and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10