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Article: 'At least I'm the type of teacher I want to be': Second-career English language teachers' identity formation in Hong Kong secondary schools
Title | 'At least I'm the type of teacher I want to be': Second-career English language teachers' identity formation in Hong Kong secondary schools |
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Authors | |
Keywords | Discourse analysis Second-career teachers Teacher identity |
Issue Date | 2009 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.asp |
Citation | Asia-Pacific Journal Of Teacher Education, 2009, v. 37 n. 3, p. 253-270 How to Cite? |
Abstract | A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's (1998) theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this paper explores 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 and 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. It is suggested that non-participation, a potentially negative experience in Wenger's (1998) framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/141754 |
ISSN | 2023 Impact Factor: 1.4 2023 SCImago Journal Rankings: 0.922 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
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dc.contributor.author | Trent, J | en_HK |
dc.contributor.author | Gao, X | en_HK |
dc.date.accessioned | 2011-09-27T03:00:18Z | - |
dc.date.available | 2011-09-27T03:00:18Z | - |
dc.date.issued | 2009 | en_HK |
dc.identifier.citation | Asia-Pacific Journal Of Teacher Education, 2009, v. 37 n. 3, p. 253-270 | en_HK |
dc.identifier.issn | 1359-866X | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/141754 | - |
dc.description.abstract | A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of second-career teachers. Drawing upon Wenger's (1998) theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this paper explores 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 and 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. It is suggested that non-participation, a potentially negative experience in Wenger's (1998) framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed. | en_HK |
dc.language | eng | en_US |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.asp | en_HK |
dc.relation.ispartof | Asia-Pacific Journal of Teacher Education | en_HK |
dc.subject | Discourse analysis | en_HK |
dc.subject | Second-career teachers | en_HK |
dc.subject | Teacher identity | en_HK |
dc.title | 'At least I'm the type of teacher I want to be': Second-career English language teachers' identity formation in Hong Kong secondary schools | en_HK |
dc.type | Article | en_HK |
dc.identifier.email | Gao, X: xsgao@hku.hk | en_HK |
dc.identifier.authority | Gao, X=rp01549 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | en_US |
dc.identifier.doi | 10.1080/13598660903052449 | en_HK |
dc.identifier.scopus | eid_2-s2.0-68549128775 | en_HK |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-68549128775&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 37 | en_HK |
dc.identifier.issue | 3 | en_HK |
dc.identifier.spage | 253 | en_HK |
dc.identifier.epage | 270 | en_HK |
dc.identifier.eissn | 1469-2945 | - |
dc.identifier.isi | WOS:000268279800003 | - |
dc.publisher.place | United Kingdom | en_HK |
dc.identifier.scopusauthorid | Trent, J=32267591200 | en_HK |
dc.identifier.scopusauthorid | Gao, X=23099781400 | en_HK |
dc.identifier.issnl | 1359-866X | - |