From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools

Keyphrases

• Secondary School 100%
• Professional Development 100%
• English Language Teachers 100%
• In-service Teachers 100%
• Longitudinal Investigation 100%
• Teaching Community 100%
• Hong Kong 50%
• Copyright 50%
• Teaching Practice 50%
• Mainland China 50%
• Teaching Beliefs 50%
• Workplace 50%
• Hong Kong Schools 50%
• Cultural Background 50%
• Professional Identity 50%
• Contextual Issues 50%
• Identity Construction 50%
• Historical Context 50%
• Community Schools 50%
• Pre-service Teacher Education 50%
• Social Discourse 50%
• Multiple Languages 50%
• Valuable Resources 50%
• Linguistic Repertoire 50%
• Professional Identity Construction 50%
• Commitment to Teaching 50%
• Personal Location 50%
• Future Expectations 50%
• Power Interplay 50%
• Teacher Positions 50%
• Cultural Repertoires 50%

Social Sciences

• Hong Kong 100%
• Professional Development 100%
• Secondary Schools 100%
• In-service Teachers 100%
• Professional Identity 100%
• Identity Construction 100%
• Teaching Practice 50%
• Mainland China 50%
• Preservice Teacher Education 50%
• Cultural Background 50%
• Future Expectation 50%