Research Engagement as Identity Construction: Hong Kong Preservice Teachers' Experiences of a Compulsory Research Project

Autor/in	Trent, John
Titel	Research Engagement as Identity Construction: Hong Kong Preservice Teachers' Experiences of a Compulsory Research Project
Quelle	In: Teacher Development, 16 (2012) 2, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.688677
Schlagwörter	Preservice Teacher Education; Student Teachers; Teacher Education Programs; Research Projects; Discourse Analysis; Foreign Countries; English (Second Language); Language Teachers; Self Concept; Teaching Experience; Qualitative Research; Second Language Learning; Second Language Instruction; Interviews; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Forschungsvorhaben; Diskursanalyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Selbstkonzept; Qualitative Forschung; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Hongkong
Abstract	This paper reports the results of a qualitative study that examined the experiences of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. Drawing upon in-depth interviews and using methods of discourse analysis, the study considers how the student teachers' expectations and experiences of a compulsory research project shaped and were shaped by the construction of their professional identities. The results illustrate the identity conflicts the preservice teachers experienced as their research engagement required that they cross institutional and educational boundaries to confront, question, and reject various identity positions, including "student teacher," "full-time teacher," and "teacher-researcher." Implications for how schools and teacher education programs that include a compulsory research component might support preservice teachers during such identity formation experiences as well as for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10