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Article: To be or not to be: Shifting motivations in Chinese secondary school English teachers' career narratives

TitleTo be or not to be: Shifting motivations in Chinese secondary school English teachers' career narratives
Authors
KeywordsBiographical method
Chinese cultural tradition
Contextual mediation
Motivation
Professional development
Issue Date2010
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13664530.asp
Citation
Teacher Development, 2010, v. 14 n. 3, p. 321-334 How to Cite?
AbstractAs English is now promoted as an academic subject in primary and secondary schools in China, creating an enormous demand for qualified English teachers, there is a need to understand English teachers' motivation and commitment to the teaching career. In this paper, the author reports on a biographical study of 12 teachers who taught in schools in Chinese hinterland areas so as to understand why they first joined and then left the teaching profession for postgraduate studies. Through interpreting their professional experiences, the author came to understand their ambiguous attitudes towards the teaching profession and their fascination with the English language. Initially, many of them were unwilling to become teachers but were attracted by the teacher education programmes to learn more English. Many of them became more committed to teaching after they had positive professional experiences. However, their sense of satisfaction and achievement were undermined by the challenges that they had to cope with as well as an awareness that they were unable to sustain their professional competence. In order to retain such teachers in the profession, there is a need for teacher educators and educational administrators to work out strategies to support teachers' demand for linguistic and professional improvement in remote rural areas on the Chinese mainland. © 2010 Teacher Development.
Persistent Identifierhttp://hdl.handle.net/10722/141752
ISSN
2015 SCImago Journal Rankings: 0.395
References

 

DC FieldValueLanguage
dc.contributor.authorGao, Xen_HK
dc.date.accessioned2011-09-27T03:00:17Z-
dc.date.available2011-09-27T03:00:17Z-
dc.date.issued2010en_HK
dc.identifier.citationTeacher Development, 2010, v. 14 n. 3, p. 321-334en_HK
dc.identifier.issn1366-4530en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141752-
dc.description.abstractAs English is now promoted as an academic subject in primary and secondary schools in China, creating an enormous demand for qualified English teachers, there is a need to understand English teachers' motivation and commitment to the teaching career. In this paper, the author reports on a biographical study of 12 teachers who taught in schools in Chinese hinterland areas so as to understand why they first joined and then left the teaching profession for postgraduate studies. Through interpreting their professional experiences, the author came to understand their ambiguous attitudes towards the teaching profession and their fascination with the English language. Initially, many of them were unwilling to become teachers but were attracted by the teacher education programmes to learn more English. Many of them became more committed to teaching after they had positive professional experiences. However, their sense of satisfaction and achievement were undermined by the challenges that they had to cope with as well as an awareness that they were unable to sustain their professional competence. In order to retain such teachers in the profession, there is a need for teacher educators and educational administrators to work out strategies to support teachers' demand for linguistic and professional improvement in remote rural areas on the Chinese mainland. © 2010 Teacher Development.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13664530.aspen_HK
dc.relation.ispartofTeacher Developmenten_HK
dc.subjectBiographical methoden_HK
dc.subjectChinese cultural traditionen_HK
dc.subjectContextual mediationen_HK
dc.subjectMotivationen_HK
dc.subjectProfessional developmenten_HK
dc.titleTo be or not to be: Shifting motivations in Chinese secondary school English teachers' career narrativesen_HK
dc.typeArticleen_HK
dc.identifier.emailGao, X: xsgao@hku.hken_HK
dc.identifier.authorityGao, X=rp01549en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/13664530.2010.504013en_HK
dc.identifier.scopuseid_2-s2.0-77956582120en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77956582120&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume14en_HK
dc.identifier.issue3en_HK
dc.identifier.spage321en_HK
dc.identifier.epage334en_HK
dc.identifier.eissn1747-5120-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridGao, X=23099781400en_HK

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