Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project

Research output: Contribution to journalArticles

2 Citations (Scopus)

Abstract

This paper reports the results of a qualitative study that examined the experiences of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. Drawing upon indepth interviews and using methods of discourse analysis, the study considers how the student teachers’ expectations and experiences of a compulsory research project shaped and were shaped by the construction of their professional identities. The results illustrate the identity conflicts the preservice teachers experienced as their research engagement required that they cross institutional and educational boundaries to confront, question, and reject various identity positions, including ‘student teacher’, ‘full-time teacher’, and ‘teacherresearcher’. Implications for how schools and teacher education programs that include a compulsory research component might support preservice teachers during such identity formation experiences as well as for future research are discussed. Copyright © 2012 Teacher Development.
Original languageEnglish
Pages (from-to)145-160
JournalTeacher Development
Volume16
Issue number2
DOIs
Publication statusPublished - May 2012

Citation

Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development, 16(2), 145-160.

Keywords

  • Teacher identity
  • Discourse analysis
  • Teacher education

Fingerprint Dive into the research topics of 'Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project'. Together they form a unique fingerprint.