File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Article: Barriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong

TitleBarriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong
Authors
KeywordsTeacher professionalism
Native-speaking English teachers
Teacher identity
Issue Date2017
PublisherTESL-EJ. The Journal's web site is located at http://www.tesl-ej.org/wordpress/
Citation
TESL-EJ, 2017, v. 21 n. 3, p. 1-17 How to Cite?
AbstractThis article reports on a small-scale exploratory study that examined how native-speaking English teachers (NETs) working in the Primary Native-speaking English Teacher (PNET) Scheme construct their professional identity(ies) and explored the barriers to their professionalism that exist within their role and context. Data were collected using questionnaires and a group interview with qualified NETs. The findings of the study show that NETs’ identities are complex with NETs having to negotiate their professional identities to fit into their role and local context. Although other stakeholders endorse this modification, it does not come without cost. NETs sacrifice their authentic selves while facing barriers to their own personal beliefs of good teaching and professionalism. The author suggests that if these barriers are not addressed, NETs may feel marginalised and be unable to be their professional selves. A number of suggestions are made for NETs, teachers, school administrators and policy-makers on how to better support NETs’ professionalism.
Persistent Identifierhttp://hdl.handle.net/10722/250061
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMoorhouse, BL-
dc.date.accessioned2017-12-20T09:20:09Z-
dc.date.available2017-12-20T09:20:09Z-
dc.date.issued2017-
dc.identifier.citationTESL-EJ, 2017, v. 21 n. 3, p. 1-17-
dc.identifier.issn1072-4303-
dc.identifier.urihttp://hdl.handle.net/10722/250061-
dc.description.abstractThis article reports on a small-scale exploratory study that examined how native-speaking English teachers (NETs) working in the Primary Native-speaking English Teacher (PNET) Scheme construct their professional identity(ies) and explored the barriers to their professionalism that exist within their role and context. Data were collected using questionnaires and a group interview with qualified NETs. The findings of the study show that NETs’ identities are complex with NETs having to negotiate their professional identities to fit into their role and local context. Although other stakeholders endorse this modification, it does not come without cost. NETs sacrifice their authentic selves while facing barriers to their own personal beliefs of good teaching and professionalism. The author suggests that if these barriers are not addressed, NETs may feel marginalised and be unable to be their professional selves. A number of suggestions are made for NETs, teachers, school administrators and policy-makers on how to better support NETs’ professionalism.-
dc.languageeng-
dc.publisherTESL-EJ. The Journal's web site is located at http://www.tesl-ej.org/wordpress/-
dc.relation.ispartofTESL-EJ-
dc.subjectTeacher professionalism-
dc.subjectNative-speaking English teachers-
dc.subjectTeacher identity-
dc.titleBarriers to Professionalism in the Native-Speaking English Teacher Scheme in Hong Kong-
dc.typeArticle-
dc.identifier.emailMoorhouse, BL: benmoorh@hku.hk-
dc.identifier.hkuros283768-
dc.identifier.volume21-
dc.identifier.issue3-
dc.identifier.spage1-
dc.identifier.epage17-
dc.publisher.placeUnited States-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats