Abstract
By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers’ professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher education programme for teaching Chinese as a second language. Multiple data sources, including interviews, reflective journals, classroom observations and lesson plans, were collected over one year. Pre-service teachers were found to negotiate individual deliberated self-positionings before entering the education programme and forced self-positionings from significant others during the education programme in three key stages: pre-positioning, negotiated positioning and performed positioning. Three differentiated positioning trajectories were identified that were greatly influenced by the pre-service teachers’ levels of willingness, capability and power. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original language | English |
---|---|
Pages (from-to) | 174-191 |
Journal | Professional Development in Education |
Volume | 50 |
Issue number | 1 |
Early online date | Jun 2021 |
DOIs | |
Publication status | Published - 2024 |
Citation
Huang, X., & Wang, C. (2024). Pre-service teachers’ professional identity transformation: a positioning theory perspective. Professional Development in Education, 50(1), 174-191. https://doi.org/10.1080/19415257.2021.1942143Keywords
- Positioning
- Professional identity
- Pre-service teachers
- Power
- Willingness
- Capability