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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
Authors
KeywordsDiscourse analysis
Second-career teachers
Teacher identity
Issue Date2009
PublisherRoutledge. 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?
AbstractA 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 Identifierhttp://hdl.handle.net/10722/141754
ISSN
2015 Impact Factor: 0.667
2015 SCImago Journal Rankings: 0.587
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTrent, Jen_HK
dc.contributor.authorGao, Xen_HK
dc.date.accessioned2011-09-27T03:00:18Z-
dc.date.available2011-09-27T03:00:18Z-
dc.date.issued2009en_HK
dc.identifier.citationAsia-Pacific Journal Of Teacher Education, 2009, v. 37 n. 3, p. 253-270en_HK
dc.identifier.issn1359-866Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/141754-
dc.description.abstractA 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.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.aspen_HK
dc.relation.ispartofAsia-Pacific Journal of Teacher Educationen_HK
dc.subjectDiscourse analysisen_HK
dc.subjectSecond-career teachersen_HK
dc.subjectTeacher identityen_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 schoolsen_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.doi10.1080/13598660903052449en_HK
dc.identifier.scopuseid_2-s2.0-68549128775en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-68549128775&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume37en_HK
dc.identifier.issue3en_HK
dc.identifier.spage253en_HK
dc.identifier.epage270en_HK
dc.identifier.eissn1469-2945-
dc.identifier.isiWOS:000268279800003-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTrent, J=32267591200en_HK
dc.identifier.scopusauthoridGao, X=23099781400en_HK

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