Pre-service Teachers’ Professional Identity Development Within the Context of School-Based Learning to Teach: An Exploratory Study in China
This exploratory study examines the evolving nature of Chinese pre-service teachers’ identity in relation to their experiences of school-based learning to teach during an 8-week internship. The results suggest that the identities of the four Chinese pre-service teachers in this study are anchored by two dimensions: their commitment to teaching and their perception of the teacher’s role. After the internship, the four pre-service teachers’ identities all shifted with respect to these two dimensions. The findings address an issue of potential conceptual confusion about the relationship between identity and learning to teach, which is neither linear nor unidirectional, but reciprocal. Further, the outcomes of this study suggest that there is a need to be more sensitive and responsive to identity shifts as students negotiate the transition from being a pre-service teacher to practicing professional. Lastly, this study conducted in a non-Western professional context, that is, a Chinese Teacher Education and Chinese School context, offers a valuable but missing perspective on teacher identity in the Western literature.
KeywordsPre-service teacher Teaching practice Teacher identity China
This paper is based on the Ph.D. study, supervised by Prof. N. Y. Wong of the Chinese University of Hong Kong, of the principal author.
- Beauregard, A. (2008). Family influences on the career life cycle. In M. F. Ozbilgin & A. Malach-Pines (Eds.), Career choice in management and entrepreneurship: A research companion (pp. 101–126). Cheltenham, UK: Edward Elgar.Google Scholar
- Cooper, K., & Olson, M. R. (1996). The multiple ‘I’s of teacher identity. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 78–89). London/Washington, DC: The Falmer Press.Google Scholar
- Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany: State University of New York Press.Google Scholar
- Dolton, P., & Marcenaro-Gutierrez, O. (2013). 2013 global teacher status index. Retrieved November 21, 2016, from https://www.varkeyfoundation.org/teacherindex.
- Gee, J. (1990). Social linguistics and literacies: ideology in discourse. London: Falmer Press.Google Scholar
- Hobson, A. J., Malderez, A., & Tracey, L. (2009). Navigating initial teacher training: Becoming a teacher. London and New York: Routledge.Google Scholar
- Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713.Google Scholar
- Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, No. 48, OECD PublishingGoogle Scholar
- OECD (Organisation for Economic Co-operation and Development). (2013). Teaching and Learning International Survey: TALIS 2013. OECD Publishing http://www.oecd.org/edu/school/TALIS%20Conceptual%20Framework_FINAL.pdf.
- Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Freiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education (3 ed., pp. 732–755). New York, Routledge.Google Scholar
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.Google Scholar
- Sui, Y. (2013). Unpublished research report on national research project titled “Research on the Mission and Models of Chinese Local Normal Universities”. Retrieved from http://docplayer.net/1863948-Teacher-education-in-chinacurrent-situation-related-issues.html.
- Zumwalt, K., & Craig, E. (2005). Teachers’ characteristics: Research on the demographic profile. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 111–156). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar