Search results for: DeCoursey Matthew

The current paper reports on a qualitative study that investigated the experiences of a group of English language teachers from the Chinese mainland. The teachers completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. The study examines the participants' discursive and participative practices to illustrate how their experiences, both as students in the Chinese mainland and as preservice teachers in Hong Kong, shaped their construction of teacher identities, as well as to show that their employment in Hong Kong schools represented a challenge to this identity formation process.