"My Two Masters": Conflict, Contestation, and Identity Construction within a Teaching Practicum

Autor/in	Trent, John
Titel	"My Two Masters": Conflict, Contestation, and Identity Construction within a Teaching Practicum
Quelle	In: Australian Journal of Teacher Education, 35 (2010) 7, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Teachers; Language Teachers; English (Second Language); Student Teaching; Student Attitudes; Beliefs; Self Concept; Resistance (Psychology); Conflict; Interviews; Preservice Teacher Education; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching practice; Unterrichtspraxis; Schülerverhalten; Belief; Glaube; Selbstkonzept; Resistenz; Konflikt; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung; Ausland; Hongkong
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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10