From pre-service to in-service teachers: a longitudinal investigation of the professional development of English language teachers in secondary schools

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, where contextual issues and power interplays mediated the process. Furthermore, it is found that the participants’ commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers’ position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined.     

Understanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies.     

香港教师专业发展策略:从不足模式走向互动模式

在全球性的教育改革中,各地十分重视教师教育工作,推出了很多促进教师专业发展的措施。Clark&Hollingsworth提出的互动模式(interconnected model)注意到教师专业发展个人化的本质,强调教师实践领域的重要,促使政策制定者在制定在职培训课程时认识到教师专业发展的复杂性。本文以香港教师专业发展策略为例,指出香港的教师专业发展策略发生范式的转移,从不足模式(deficit model)转向互动模式,着重从多个网络、途径来增加教师学习机会,是一个进步。但是基于教育改革整个系统的复杂性,特别是在问责主义的政策脉络下,如何让教师有多一些时间与空间进行专业成长,仍是深化教育改革急需考虑的问题。     

传统诉求与闲适心态——香港沙田学者散文创作的文化分析

香港的文化身份认同是一个潜藏的悖论。中华传统与西洋观念、社会现代性的舒适与不安在香港的文化语境中交融共存。香港沙田学者散文写作的文化身份认同包含着两个方面的意思:一是对己身文化传统的认知,二是用己身文化传统与所处的文化语境进行对话。就第一层面而言,沙田学者散文普遍认同己身文化传统的中西交融性;在第二层面上,沙田学者散文写作姿态的闲适意味浓于它行文内容的文化精英意味,暗示其对当下文化语境的默认。     

Decolonization,Nationalism, and local identity: rethinking cosmopolitanism in educational practice in Hong Kong

ABSTRACT

Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities – particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong’s “repoliticization” after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism, and consider how it impacts particular social and educational issues in Hong Kong. We also provide an analysis of discourses on cosmopolitanism taken from Hong Kong General Studies and History textbooks, to identify challenges faced in facilitating cosmopolitan values, a balance of identities, and global citizenship in Hong Kong education.     

Academics' identity development as teachers

ABSTRACT

Teaching development programmes in Higher Education aim for a learning-centred teaching culture. In a shift from teaching-centeredness to learning-centeredness the teacher’s role changes from a bearer of knowledge to a facilitator of learning. This, in turn, influences the academic’s professional identity as teacher. Insights into this process of identity development are, however, scarce. The present study explores changes in the teacher identity of eight academics enrolled in a teaching development programme by means of episodic interviews and teaching portfolio entries. Data was thematically analysed. The eleven recurring topics were clustered into thematic fields reflecting three phases of the identity development of academic teachers: ‘Taking on the teacher role’, ‘Settling into the teacher role’ and ‘Finding a new role as a teacher’. This study suggests that the process of identity development is highly significant for the individual academic and influences teaching development programmes’ impact on the quality of teaching.     

Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong

This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong.     

内地香港语文教学之比较

香港因殖民地统治,形成了与内地完全不同的文化背景,"港式中文"就是这种文化背景的的产物。与内地相比,香港语文教学的理念不同,重工具性,轻人文性,强调创造性;语文课堂教学语言、教学文字不同,香港的课堂语言是粤语,使用繁体字;语文教学的课程目标不同,重在培养学生阅读、写作、聆听、说话和思维等语文能力,重在对学生自学能力的培养、对文化的认识。香港所使用的教材、采用的教学方法、考试范围等也与内地不同。香港的教师和学生与内地相比也表现出不同的特点。     

Cultural ideology matters in early childhood curriculum innovations: a comparative case study of Chinese kindergartens between Hong Kong and Shenzhen

This study forms part of a wider comparative research project investigating the mechanisms and outcomes of school-based curriculum (SBC) development in kindergartens between the two neighbouring cities of Hong Kong and Shenzhen, under the umbrella of ‘one country, two systems’. This comparison will help to clarify how sociocultural contexts may affect early childhood curriculum (ECC) innovations by comparing the kindergartens of socialist and capitalist China. Data are presented from qualitative case studies of four kindergartens—two in each city—corresponding to the three levels of curriculum analysis and comparison: intended curriculum, implemented curriculum and curriculum ideology. Comparative analyses revealed that the SBCs of the four cases were different but all tended to balance and integrate diverse approaches in terms of curricular and pedagogical practices. The commonalities of SBCs in Hong Kong and Shenzhen kindergartens were due to shared cultural values, propelled by both ‘modernization’ and Chinese traditions, while the unique characteristics of SBC practices in each society were shaped by different social contexts. The educational philosophy of progressivism has greatly influenced ECC innovations in the Chinese kindergartens to varying degrees and in different ways. Implications of this comparative study are also presented for future research and practice.     

Relations of blood? Racialization of civic identity in twenty-first century Hong Kong

ABSTRACT

This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.     

Developing different identity trajectories: lessons from the Chinese teachers

ABSTRACT

The purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career.     

职前英语教师教育实习期身份建构叙事探究

本文采用叙事探究方法,以一名职前英语教师为研究对象,探索其实习期身份建构及其影响因素。研究表明,该教师在实习期建构了批改工具、良师益友、学习者、多面手及教师预备兵等多重身份。影响其身份发展的个人因素主要包括个人过往学习经历、反思能力和情感,社会因素主要为重要他者和学校文化。本研究对推动职前教师积极身份建构和职前教师教育具有重要意义。     

Teacher identity,teaching vision,and Chinese language education for South Asian students in Hong Kong

There is a growing interest in research on language teacher identity as relevant research suggests that language teacher self-identification has an impact on their language teaching. The present paper explores the self-identification and subsequent effects on their actual teaching vision and practice of 16 Chinese language subject teachers teaching Chinese as a second language to South Asians in Hong Kong. Data collected from classroom observations and interviews with the teachers demonstrate that Chinese language subject teachers negotiate with South Asian learners and construct their teaching in ways that enable them to create an environment where they see themselves as linguistic torchbearers and cultural transmitters while acquiring a strong feeling of success professionally. This research implies that teacher identity is a kind of pedagogy through which language teachers can reproduce or counteract hegemonic discourses and ideologies that oppress South Asians as non-native language minorities.     

Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong

The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in Hong Kong. One hypothesized and five competing models were constructed and tested using structural equation modeling procedures. The hypothesized model provided an adequate and moderately good fit, suggesting that emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. Implications of the findings on the articulation of components of emotional intelligence and burnout for preventive intervention efforts to combat burnout are discussed.     

The hierarchy of strengths: Their relationships with subjective well-being among Chinese teachers in Hong Kong

This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Confirmatory factor analysis provided support for a hierarchical model with 24 first-order factors of strengths subsumed under six second-order factors of strength domains. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest. Implications of the findings on the relationships between strengths and subjective well-being for helping teachers to promote and cultivate strengths to combat teacher stress and burnout are discussed.     

Social developments and school music education: the struggles in Hong Kong

This paper explores two current issues in the educational policies and practices of Hong Kong that have been shaped by the emergence of the nation-state and the return of Hong Kong's sovereignty from the UK to the People's Republic of China on 1 July 1997. Since this time there have been two great challenges facing music education. The first concerns how to incorporate diverse cultures, including Chinese music, into a Western-orientated music curriculum; and the second is to find a way to cultivate national identity and democracy through music education. The data presented here were collected via in-depth, semi-structured individual interviews with music teachers, school heads and assistant school heads across 40 primary and secondary schools between 2006 and 2007. The findings can be explained by referring to the shortcomings of multicultural education and the underdevelopment of democracy in Hong Kong's education system.     

Reflective learning and identity construction in practice,discourse and activity: Experiences of pre-service language teachers in Hong Kong

This paper reports on an investigation into two pre-service teachers' reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, group consultation, microteaching and videoed reflections) in a teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by a tripartite model on teacher identity in practice, discourse and activity, the study revealed how the pre-service teachers engaged in reflective practice and identity construction in the course. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers.     

香港中学语文教学的成功元素探析

香港教育体系在中西文化的熏陶之下,已经形成了一个独特的颇具活力的体系。香港语文教育有以下几个方面的特点:包容性——博纳古今,中西交融;实用性——立足当下,放眼未来;生活化——创设情境,激趣启智;批判性——养学于思,意寓创新。这些都是值得内地学习、借鉴的地方。     

Professional identity tensions of beginning teachers

This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity.     

Consequences of personal teaching metaphors for teacher identity and practice

Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how in-service teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning, and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis revealed common discourses of teaching: responsibility, nurturing, and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers.