Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong

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Abstract

This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a teacher education institution. Findings demonstrate that 1) the participants recast their extant ideologies and cultural beliefs in response to multiple influences in their new context, enabling them to move beyond pre-established teaching values to re-construct their teaching identity; and 2) some participants constructed a bicultural and multilingual identity to gain legitimacy in the host context. The findings indicate that a more supportive context that provides more room for cultural awareness should be co-constructed by local and non-local pre-service teachers, institutions and policy makers. The study extends understanding of the interconnected relations between teacher identity and historical and social discourses. Copyright © 2013 National Institute of Education, Singapore.
Original languageEnglish
Pages (from-to)407-423
JournalAsia Pacific Journal of Education
Volume33
Issue number4
Early online dateSep 2013
DOIs
Publication statusPublished - Dec 2013

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cultural identity
Hong Kong
Teaching
teacher
Ideologies
legitimacy
Group
China
discourse
interview
Values
education
experience

Citation

Gu, M. M. (2013). Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong. Asia Pacific Journal of Education, 33(4), 407-423. doi: 10.1080/02188791.2013.808987

Keywords

  • Cultural identity
  • Teacher professional development
  • Cross-border teaching
  • Hong Kong