Professional identity at risk: Teacher professional life cycle in an era of excellence and accountability

Pik Lin Jocelyn CHOI, Yee Fan Sylvia TANG

Research output: Contribution to conferencePaper

Abstract

This paper presents evidence that contemporary teachers in Hong Kong are confronted with professional role diffusion. The phase of stabilization, which characterized many teachers with four to six years of teaching experience in Huberman’s (1989) study, seems to have deferred. In a life history study of four teachers with six to ten year teaching experiences, the absence of a stabilization phase was found in the professional life of the informants. It is argued that the quest of excellence and accountability in school education has contributed to a prolonged period of survival and discovery phase and a rapid recurrence of stabilized and destabilized cycle.
Original languageEnglish
Publication statusPublished - Apr 2005

Fingerprint

life cycle
stabilization
responsibility
teacher
school education
Teaching
Hong Kong
experience
evidence

Citation

Choi, P. L., & Tang, S. Y. F. (2005, April). Professional identity at risk: Teacher professional life cycle in an era of excellence and accountability. Paper presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development