Search results for: Gao Xuesong
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This study examined the professional perceptions of Teaching Chinese as an International Language (TCIL) pre-service teachers through analyzing the metaphors they use to describe themselves as teachers. The findings revealed that the participants used a variety of metaphors to display perceptions of themselves as pre-service TCIL teachers. Additionally, the participants’ metaphors demonstrate the interaction of cultural, historical and sociopolitical conditions underlying their perceptions.
Updated: Feb. 22, 2018
'At Least I'm the Type of Teacher I Want to Be': Second-Career English Language Teachers' Identity Formation in Hong Kong Secondary Schools
This article examines how second-career teachers may be better supported in their professional development. The study found that second-career teachers' skills and experiences were not valued within their schools. It also found that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities, such as engineers and managers, to their emerging teacher identities.
Updated: Oct. 19, 2009
Understanding Mainland Chinese Students' Motivations for Choosing Teacher Education Programs in Hong Kong
In this article, the authors report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education program. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability and the prestige associated with the English language teaching profession.
Updated: Jun. 01, 2009
The article describes teachers' feelings of susceptibility as expressed in an online teachers' community in Mainland China. The study reveals how changes in policy affect teachers' professional relations and identities. The study also argues that while Chinese cultural tradition is used to give teachers authority, it also imposes burdens on teachers and subjects them to close scrutiny, which consequently makes them feel more vulnerable.
Updated: Feb. 05, 2008