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DOI

10.14221/ajte.2010v35n7.1

Abstract

This paper reports the results of a qualitative study into the teaching practice experiences of eight preservice English language teachers in Hong Kong. Using in-depth interviews, the preservice teachers’ practicum experiences are explored in terms of their understandings of the requirements of their teacher education institution and their teaching placement school, their relations with full time teachers within their placement schools, as well as their own beliefs about the teaching and learning of the English language. A contribution of this study is to examine these experiences through the lens of teacher identity construction. Results indicated that participants constructed rigid divisions between different identity positions that they took on, resisted, and rejected during their teaching practice experiences, and that relations between these identity categories were often characterized by antagonism. It is argued that such antagonism may be detrimental to the preservice teachers during their practicum and as they move into full time teaching positions. How these divisions might be challenged is discussed and implications for future research are considered.

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Link to publisher version (DOI)

10.14221/ajte.2010v35n7.1