Pre-service teachers' professional identity development within the context of school-based learning to teach: An exploratory study in China

Qian ZHANG, Anthony CLARKE, Chi Kin John LEE

Research output: Contribution to journalArticle

Abstract

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. Copyright © 2018 De La Salle University.
Original languageEnglish
Pages (from-to)477-486
JournalThe Asia-Pacific Education Researcher
Volume27
Issue number6
Early online dateSep 2018
DOIs
Publication statusPublished - Dec 2018

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China
teacher
school
learning
internship
teacher's role
commitment
Teaching
education
experience
student

Citation

Zhang, Q., Clarke, A., & Lee, J. C. K. (2018). Pre-service teachers' professional identity development within the context of school-based learning to teach: An exploratory study in China. The Asia-Pacific Education Researcher, 27(6), 477-486. doi: 10.1007/s40299-018-0408-z

Keywords

  • Pre-service teacher
  • Teaching practice
  • Teacher identity
  • China