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

TitleUnderstanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong
Authors
Issue Date2015
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp
Citation
Journal of Education for Teaching, 2015, v. 41 n. 4, p. 417-434 How to Cite?
AbstractLegitimate 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.
Persistent Identifierhttp://hdl.handle.net/10722/212004
ISSN
2015 Impact Factor: 0.778
2015 SCImago Journal Rankings: 0.731

 

DC FieldValueLanguage
dc.contributor.authorLai, C-
dc.contributor.authorGu, M-
dc.contributor.authorHu, J-
dc.date.accessioned2015-07-21T02:19:08Z-
dc.date.available2015-07-21T02:19:08Z-
dc.date.issued2015-
dc.identifier.citationJournal of Education for Teaching, 2015, v. 41 n. 4, p. 417-434-
dc.identifier.issn0260-7476-
dc.identifier.urihttp://hdl.handle.net/10722/212004-
dc.description.abstractLegitimate 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02607476.asp-
dc.relation.ispartofJournal of Education for Teaching-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Education for Teaching on 28 Aug 2015, available online at: http://www.tandfonline.com/doi/abs/10.1080/02607476.2015.1081717-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License-
dc.titleUnderstanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong-
dc.typeArticle-
dc.identifier.emailLai, C: laichun@hku.hk-
dc.identifier.authorityLai, C=rp00916-
dc.description.naturepostprint-
dc.identifier.doi10.1080/02607476.2015.1081717-
dc.identifier.hkuros245189-
dc.identifier.volume41-
dc.identifier.issue4-
dc.identifier.spage417-
dc.identifier.epage434-
dc.publisher.placeUnited Kingdom-

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