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Book Chapter: CFL teacher identity construction: A core element of future innovative practice

TitleCFL teacher identity construction: A core element of future innovative practice
Authors
Issue Date2016
PublisherSpringer
Citation
CFL teacher identity construction: A core element of future innovative practice. In Moloney, R & Xu, HL (Eds.), Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, p. 177-192. Singapore: Springer, 2016 How to Cite?
AbstractTeacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context.
Persistent Identifierhttp://hdl.handle.net/10722/228692
ISBN
Series/Report no.Multilingual Education; v. 15

 

DC FieldValueLanguage
dc.contributor.authorLi, Z-
dc.date.accessioned2016-08-23T14:06:29Z-
dc.date.available2016-08-23T14:06:29Z-
dc.date.issued2016-
dc.identifier.citationCFL teacher identity construction: A core element of future innovative practice. In Moloney, R & Xu, HL (Eds.), Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language, p. 177-192. Singapore: Springer, 2016-
dc.identifier.isbn978-981-287-771-0-
dc.identifier.urihttp://hdl.handle.net/10722/228692-
dc.description.abstractTeacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofExploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language-
dc.relation.ispartofseriesMultilingual Education; v. 15-
dc.titleCFL teacher identity construction: A core element of future innovative practice-
dc.typeBook_Chapter-
dc.identifier.emailLi, Z: jennielz@hku.hk-
dc.identifier.doi10.1007/978-981-287-772-7_10-
dc.identifier.hkuros262705-
dc.identifier.spage177-
dc.identifier.epage192-
dc.publisher.placeSingapore-

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