Atnaujinkite slapukų nuostatas

Language Teacher Education in a Multilingual Context: Experiences from Hong Kong 2014 ed. [Kietas viršelis]

, ,
  • Formatas: Hardback, 196 pages, aukštis x plotis: 235x155 mm, weight: 483 g, 1 Illustrations, color; X, 196 p. 1 illus. in color., 1 Hardback
  • Serija: Multilingual Education 6
  • Išleidimo metai: 24-Oct-2013
  • Leidėjas: Springer
  • ISBN-10: 9400773919
  • ISBN-13: 9789400773912
Kitos knygos pagal šią temą:
Language Teacher Education in a Multilingual Context: Experiences from Hong Kong 2014 ed.Didesnis paveikslėlis
  • Formatas: Hardback, 196 pages, aukštis x plotis: 235x155 mm, weight: 483 g, 1 Illustrations, color; X, 196 p. 1 illus. in color., 1 Hardback
  • Serija: Multilingual Education 6
  • Išleidimo metai: 24-Oct-2013
  • Leidėjas: Springer
  • ISBN-10: 9400773919
  • ISBN-13: 9789400773912
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9789400773912.html
Raktažodžiai:

This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.

Recenzijos

The book provides readers with practical and inspiring information about teacher identities and teacher education programmes in Hong Kong. It is insightful for student teachers, teachers, teacher educators, policy makers and researchers interested in teacher education, For anyone who is interested in the field of L2 teacher education or the broader field of L2 learning and teaching, particularly in multilingual contexts, I would recommend the book without hesitation. (Wei Ren, Journal of Education for Teaching, Vol. 41 (3), 2015)

Trent, Gao, and Gu successfully showcase their research work from a multidimensional and multifaceted view to focus on teacher identity as a crucial issue for the professional development of language teachers and set their work in Hong Kongs multilingual context of rich complexity. this volume makes a substantial contribution to our knowledge of teacher identity and the field of language teacher education . recommended to teacher education researchers, teacher educators, and policy makers in similar contexts. (Hao Xu, System, Vol. 47, December, 2014)

Language Teacher Education in a Multilingual Context, Experiences in Hong Kong is a collection of studies exploring the situation of potential English language teachers in Hong Kong, and seeks to understand issues in this specific multilingual context. The book will be of great significance to language teachers, policy makers and research

ers in applied and sociolinguistics, especially those focusing on language teacher development from an educational and/or political perspective. (Christina Nicole Giannikas, The Linguist List, February, 2014)

1 Introduction
1(16)
1.1 Background
1(1)
1.2 Becoming Language Teachers: Theoretical Perspectives
2(6)
1.2.1 The Discursive Construction of Identity
3(1)
1.2.2 The Experiential Construction of Identity
4(1)
1.2.3 The Negotiated Construction of Identity
5(1)
1.2.4 The Contested Construction of Identity
6(1)
1.2.5 Towards a Multidimensional, Multifaceted Framework for Understanding Teacher Identity
7(1)
1.3 The Book
8(4)
1.3.1 Part I: Being a Teacher in Multilingual Hong Kong: Motivation and Challenges
8(1)
1.3.2 Part II: Being a Teacher in Multilingual Hong Kong: Culture, Commitment, and Recruitment
9(1)
1.3.3 Part III: Being a Teacher in Multilingual Hong Kong: The Role of International Forces
10(1)
1.3.4 Part IV: Being a Teacher in Multilingual Hong Kong: Language and Politics
11(1)
1.4 Concluding Remarks
12(5)
References
12(5)
Part I Being a Teacher in Multilingual Hong Kong: Motivation and Challenges
2 It Is Not a Bad Idea for Me to Be a Language Teacher!
17(18)
2.1 Introduction
17(1)
2.2 To Teach or Not to Teach
18(1)
2.3 The Educational Context on the Chinese Mainland
19(1)
2.4 The Inquiry
20(2)
2.5 `I Don't Like the Teaching Profession' but Teaching English Is Not a Bad Job!
22(7)
2.5.1 Perceptions of the Teaching Profession
22(4)
2.5.2 Perceptions of Hong Kong
26(3)
2.6 Discussion
29(2)
2.7 Conclusion
31(4)
Appendix 2.1 Interview Schedule
31(1)
References
32(3)
3 Cross-Border Pre-service Teachers in Hong Kong: Identity and Integration
35(16)
3.1 Introduction
35(1)
3.2 The Personal and Social Dimension of Teacher Identity Formation
36(2)
3.3 The Study
38(1)
3.3.1 Participants and Data Collection
38(1)
3.3.2 Data Analysis
38(1)
3.4 Results
39(6)
3.4.1 Self-Empowering in a Learning Community in the Host Context
39(2)
3.4.2 Being Positioned and Positioning Themselves as English Teachers
41(2)
3.4.3 Identity as an English Teacher with Mainland Background
43(2)
3.5 Discussion and Conclusion
45(6)
Appendix 3.1 Interview Protocol
47(1)
References
48(3)
4 Journeys Towards Teaching: Pre-service English Language Teachers' Understandings and Experiences of Teaching and Teacher Education in Hong Kong
51(16)
4.1 Introduction
51(2)
4.2 The Study
53(1)
4.3 Results
54(5)
4.3.1 Choosing Teaching
54(1)
4.3.2 Claiming an Identity: The Role of Interpersonal Relations
54(2)
4.3.3 Teachers and Fairness
56(1)
4.3.4 Inspiring Teachers
57(1)
4.3.5 Inside Hong Kong Classrooms
58(1)
4.4 Discussion
59(3)
4.4.1 Teacher Identity Construction in Practice
59(1)
4.4.2 Teacher Identity Construction in Discourse
60(1)
4.4.3 Overcoming Antagonism
60(2)
4.5 Conclusion
62(5)
References
62(5)
Part II Being a Teacher in Multilingual Hong Kong: Culture, Commitment, and Recruitment
5 Language Teachers and the Falling Language Standards in Hong Kong: An Internet-Based Inquiry
67(16)
5.1 Introduction
67(1)
5.2 The `Falling' Language Standards Myth
68(2)
5.3 The Internet Discussion
70(1)
5.4 Language Teachers Held Responsible for the `Falling' Language Standards
71(7)
5.4.1 Expectations of Language Teachers
72(2)
5.4.2 The Complexity of Language Teaching and Educational Reforms
74(2)
5.4.3 Tensions in Language Teaching and Cultural Changes
76(2)
5.5 Discussion and Conclusion
78(5)
References
80(3)
6 A Comparative Study on Commitment to Teaching
83(14)
6.1 Introduction
83(1)
6.2 Commitment to Teaching and Professional Identities
84(1)
6.3 The Studies on Motivation to Teach in Hong Kong and Mainland China
85(1)
6.4 The Study
86(1)
6.4.1 Participants and Data Collection
86(1)
6.4.2 Data Analysis
87(1)
6.5 Findings
87(5)
6.5.1 The Influence of Contextual Factors on Commitment to Teaching
87(2)
6.5.2 The Influence of Future Imagination on Commitment to Teaching
89(2)
6.5.3 The Influence of Social Factors on Commitment to Teaching
91(1)
6.6 Discussion and Conclusion
92(5)
Appendix 6.1 Interview Protocol
94(1)
References
95(2)
7 The Construction and Reconstruction of Teacher Identities: The Case of Second Career English Language Teachers in Hong Kong
97(20)
7.1 Introduction
98(1)
7.2 The Study
98(1)
7.2.1 Context and Participants
99(1)
7.3 Results
99(5)
7.3.1 Identifying with Teaching
99(2)
7.3.2 Identifying as a Teacher
101(2)
7.3.3 Identifying What We Are Not
103(1)
7.4 Engaging with Others
104(3)
7.4.1 First-Career Teachers
104(1)
7.4.2 Management
105(2)
7.5 Strategies for Identity Formation
107(1)
7.5.1 Briefly Layder on Institutions
107(1)
7.6 Discussion
108(3)
7.6.1 Engagement, Imagination and Alignment
108(1)
7.6.2 Institutions and Identity Formation
109(1)
7.6.3 Marginalization
109(1)
7.6.4 Claiming an Identity Space
110(1)
7.7 Implications
111(1)
7.7.1 Schools
111(1)
7.7.2 Teacher Education
112(1)
7.8 Conclusion
112(5)
References
113(4)
Part III Being a Teacher in Multilingual Hong Kong: The Role of International Forces
8 Learning, Teaching, and Constructing Identities Abroad: ESL Pre-service Teacher Experiences During a Short-Term International Experience Programme
117(20)
8.1 Introduction
117(2)
8.2 The Study
119(3)
8.2.1 Setting and Participants
119(1)
8.2.2 The Immersion Programme
120(1)
8.2.3 Teaching Practice in Australia
121(1)
8.2.4 Data Collection
122(1)
8.3 Results
122(7)
8.3.1 Learning, Identity, and Immersion
122(2)
8.3.2 Immersion as Boundary Encounters
124(1)
8.3.3 Autonomous vs. Mechanical Teachers
124(1)
8.3.4 Confident vs. Threatened Teachers
125(2)
8.3.5 Relaxed vs. Formal Teachers
127(1)
8.3.6 Trajectories of Identity Development
128(1)
8.4 Discussion
129(4)
8.4.1 Engagement, Imagination, and Alignment in an International Experience Programme
129(1)
8.4.2 Identity Conflict
130(2)
8.4.3 Implications for Teacher Education and International Experience Programmes
132(1)
8.5 Conclusion
133(4)
References
134(3)
9 Identity Construction in a Foreign Land: Native-Speaking English Teachers and the Contestation of Teacher Identities in Hong Kong Schools
137(24)
9.1 Introduction
137(1)
9.2 NETs and the Educational Discourse of Hong Kong
138(1)
9.3 The Study
139(1)
9.3.1 Data Collection
140(1)
9.4 Results
140(4)
9.4.1 Positioning as a `Professional Language Teacher'
141(1)
9.4.2 What We Are Not
141(2)
9.4.3 Arguing for the "Professional Language Teacher"
143(1)
9.4.4 Threats to the "Professional Language Teacher"
143(1)
9.5 Being Positioned
144(3)
9.5.1 Institutional Positioning
145(1)
9.5.2 Identity Challenged: An Interpersonal Perspective
145(2)
9.6 Second-Order Positioning
147(4)
9.6.1 Second-Order Positioning in Practice
147(1)
9.6.2 Second Order Positioning: An Intrapersonal Perspective
148(1)
9.6.3 Second Order Positioning and the Interpersonal Domain
148(2)
9.6.4 Second-Order Positioning and the Role of Policy
150(1)
9.7 Discussion
151(4)
9.7.1 NETs and Modes of Belonging
151(2)
9.7.2 Overcoming Antagonism
153(2)
9.8 Conclusion
155(6)
References
155(6)
Part IV Being a Teacher in Multilingual Hong Kong: Language and Politics
10 Political Conspiracy or Decoy Marketing?: Experienced Chinese Teachers' Perceptions of Using Putonghua as a Medium of Instruction in Hong Kong
161(18)
10.1 Introduction
161(2)
10.2 Linguistic Shifts in Post-handover Hong Kong Schools
163(1)
10.3 Methodological Approach in the Inquiry
164(4)
10.3.1 The Interpretative Framework for the Inquiry
164(1)
10.3.2 The Participants
165(1)
10.3.3 Data Collection
165(2)
10.3.4 Data Analysis
167(1)
10.4 Ambiguous Perceptions Concerning the Use of Putonghua as an MOI in Teaching Chinese
168(6)
10.4.1 Shifting Political and Demographic Conditions
169(1)
10.4.2 Experience of Curriculum Reforms
170(2)
10.4.3 Pedagogical Beliefs and Concerns
172(2)
10.5 Discussion
174(1)
10.6 Conclusion
175(4)
Appendix 10.1 Interview Schedule (Full List of Questions Available in Chinese)
176(1)
References
176(3)
11 An Ethico-political Analysis of Teacher Identity Construction
179(14)
11.1 Introduction
179(1)
11.2 The Theoretical Framework
180(1)
11.3 The Study
181(2)
11.3.1 Participants
181(1)
11.3.2 Data Analysis
182(1)
11.4 Findings
183(5)
11.4.1 Subjectivity and Teaching Self
183(1)
11.4.2 Practising Teacher Identity
184(1)
11.4.3 Legitimating Teaching Beliefs, Attitudes and Behaviours
185(1)
11.4.4 Why Choosing Teaching Profession?
186(2)
11.5 Discussion
188(2)
11.6 Conclusion
190(3)
Appendix 11.1 Interview Schedule
190(1)
References
190(3)
12 Conclusion: Crossing Boundaries and Becoming English Language Teachers in Multilingual Contexts
193
12.1 Assisting Boundary Crossing English Language Teachers in Multilingual Contexts
195(1)
12.2 Conclusion
195
References
196