Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators

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24 Citations (Scopus)

Abstract

This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity-in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization. Implications for schoolteachers, teacher educators, and educational authorities, as well as for both future applied research and for understandings of identity, are discussed. Copyright © 2013 American Association of Colleges for Teacher Education.
Original languageEnglish
Pages (from-to)262-275
JournalJournal of Teacher Education
Volume64
Issue number3
Early online dateJan 2013
DOIs
Publication statusPublished - May 2013

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educator
teacher
experience
language
English language
Hong Kong
narrative
discourse
interview
Group

Citation

Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education, 64(3), 262-275.

Keywords

  • Teacher identity
  • Discourse analysis
  • Teacher education