Abstract
Chapters 2 and 3 considered the challenges mainland Chinese preservice teachers experience in becoming English language teachers in Hong Kong. This chapter continues to explore the perceived challenges of becoming an English language teacher in multilingual contexts such as Hong Kong from the perspective of local Hong Kong preservice teachers. The current chapter discusses the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. Using in-depth interviews to gain a rich understanding of participants’ teacher identity formation in practice and discourse, the perspectives of six preservice teachers about teaching and teachers at the completion of their undergraduate teacher education program are examined. In contrast to the theorization of teacher identity construction, the results suggest that the participants often held rigid views about teaching and how they saw themselves, and others, as teachers. It is argued that this rigidity may lead to antagonistic relations between these preservice teachers and their more experienced colleagues as the participants move into teaching and explores the implications for challenging this rigidity within the context of teacher education programs.
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Trent, J., Gao, X., Gu, M. (2014). Journeys Towards Teaching: Pre-service English Language Teachers’ Understandings and Experiences of Teaching and Teacher Education in Hong Kong. In: Language Teacher Education in a Multilingual Context. Multilingual Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7392-9_4
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