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Article: Tensions in school-university partnership and EFL pre-service teacher identity formation: A case in Mainland China

TitleTensions in school-university partnership and EFL pre-service teacher identity formation: A case in Mainland China
Authors
Issue Date2013
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09571736.asp
Citation
Language Learning Journal, 2013, v. 41 n. 2, p. 205-218 How to Cite?
AbstractIn this paper we discuss an ethnographic case study of the teaching practice (practicum) experience of a student teacher, Lynn, in a university partnership school in Mainland China. Drawing on Activity Theory (Engestrom, 1987, 1999, 2001), we conceptualize Lynn’s practicum as boundary-crossing between two different activity systems: those of the school community and the university community. The impact of the tensions of the conflicting discourses between the school activity system and the university activity system on Lynn’s professional identity formation is analysed. Clarke’s (2009) model of teacher identity formation is further drawn upon to analyse how Lynn was doing her ‘teacher identity work’ amidst these conflicting discourses and power relations. Based on this study we propose that EFL teacher preparation is more than just a pedagogical or technological task, but a task deeply infused with conflicting cultural and ideological beliefs and practices.
Persistent Identifierhttp://hdl.handle.net/10722/184279
ISSN
2015 SCImago Journal Rankings: 0.454

 

DC FieldValueLanguage
dc.contributor.authorHe, P-
dc.contributor.authorLin, A-
dc.date.accessioned2013-07-02T06:40:47Z-
dc.date.available2013-07-02T06:40:47Z-
dc.date.issued2013-
dc.identifier.citationLanguage Learning Journal, 2013, v. 41 n. 2, p. 205-218-
dc.identifier.issn0957-1736-
dc.identifier.urihttp://hdl.handle.net/10722/184279-
dc.description.abstractIn this paper we discuss an ethnographic case study of the teaching practice (practicum) experience of a student teacher, Lynn, in a university partnership school in Mainland China. Drawing on Activity Theory (Engestrom, 1987, 1999, 2001), we conceptualize Lynn’s practicum as boundary-crossing between two different activity systems: those of the school community and the university community. The impact of the tensions of the conflicting discourses between the school activity system and the university activity system on Lynn’s professional identity formation is analysed. Clarke’s (2009) model of teacher identity formation is further drawn upon to analyse how Lynn was doing her ‘teacher identity work’ amidst these conflicting discourses and power relations. Based on this study we propose that EFL teacher preparation is more than just a pedagogical or technological task, but a task deeply infused with conflicting cultural and ideological beliefs and practices.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09571736.asp-
dc.relation.ispartofLanguage Learning Journal-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Language Learning Journal on 29 May 2013, available online at: http://www.tandfonline.com/doi/abs/10.1080/09571736.2013.790134-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleTensions in school-university partnership and EFL pre-service teacher identity formation: A case in Mainland Chinaen_US
dc.typeArticleen_US
dc.identifier.emailLin, A: angellin@hku.hk-
dc.description.naturepostprint-
dc.identifier.doi10.1080/09571736.2013.790134-
dc.identifier.hkuros219048-
dc.identifier.volume41-
dc.identifier.issue2-
dc.identifier.spage205-
dc.identifier.epage218-
dc.publisher.placeUnited Kingdom-

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