Search results for: Hong Kong
Page 3/7 65 items
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization.
Updated: Jan. 27, 2016
The study examined how a group of pre-service English language teachers perceived immigrant children from Mainland China in terms of learning attitudes, academic performance and classroom behaviour. The findings confirm the prevalence of the ‘deficit model’ in these pre-service teachers’ perceptions of immigrant children, which might negatively impact their professional practice. The participants widely perceived these children as deficit and consider them a serious professional challenge.
Updated: Jan. 06, 2016
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong
This paper reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate.
Updated: Dec. 07, 2015
Understanding Outcome-based Education Changes in Teacher Education: Evaluation of A New Instrument with Preliminary Findings
This paper reports findings from the first phase of an outcome-based innovation within one higher education institute in Hong Kong. Specifically, this research seeks to: (1) confirm the properties of a survey instrument designed specifically to explore an outcomes model of course implementation; (2) report preliminary findings regarding students’ course perceptions. The SEOBLS version 1 survey was administered simultaneously across all three groups, at the end of the course. In response to the first intention of confirming the properties of the instrument, the two statistical analyses identified strengths and improvement needs for the SEOBLS questionnaire itself. Furthermore, it was found that for these students, their experience in the OBE course was not a radical departure from a “regular” course.
Updated: Jun. 08, 2015
Teaching Motivations in Hong Kong: Who Will Choose Teaching as a Fallback Career in a Stringent Job Market?
This study aims to examine the factors that motivate teacher education students to choose teaching as a career in Hong Kong. The results showed altruistic and intrinsic motivations were the most important teaching motivations. These motivations correlated positively with planned teaching engagement. A major new finding of this study is the identification of two distinct types of fallback career. Two factors along this line of reasoning were extracted from our factor analysis. However, although two types of fallback career motivation were identified, only one correlated negatively with planned engagement.
Updated: Mar. 11, 2015
Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education
The current study aimed to investigate the professional learning of student-teachers in Bachelor of Education programmes. The findings suggest a typology of different approaches of practicalising theoretical knowledge which reflect how student-teachers make personal interpretations of theoretical knowledge and develop their own teaching pedgagogies in school contexts. The three approaches to practicalising theoretical knowledge include the Procedural Approach, the Reflective-adaptive approach, and the Reflective-theorising approach. The authors conclude that the different approaches of practicalising theoretical knowledge and suggested ways of maximising professional learning are derived from empirical findings in a programme which tends to put emphasis on professional learning in the higher education context as compared to the school-based context.
Updated: Feb. 10, 2015
Research Engagement as Identity Construction: Hong Kong Preservice Teachers’ Experiences of a Compulsory Research Project
This study examined the experiences of a group 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. The article discusses the experiences of these preservice teachers in terms of the construction of their teacher identities. The findings 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’. The article concludes that the lens of teacher identity can provide insights into how student teachers’ perceptions and experiences of research shape and are shaped by their understandings of themselves as teachers.
Updated: May. 07, 2014
The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.
Updated: Mar. 31, 2014
This article describes the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. The findings demonstrate that the trajectory of the preservice teachers’ identity formation relied not only on connecting past and future but also on their perceptions of current English language teaching practices in Hong Kong schools. However, the participants evaluated many of these practices negatively. These negative evaluations resulted in a rigid division being discursively established between ‘traditional’ teachers on the one hand and ‘modern’ teachers on the other.
Updated: Feb. 17, 2014