Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong

Chun LAI, Zhen Jennie LI, Yang GONG

Research output: Contribution to journalArticles

43 Citations (Scopus)

Abstract

This study examined how teacher agency shaped professional learning in cross-cultural teaching contexts. Interviews with 14 Chinese language teachers showed that teacher agency varied in different dimensions of professional learning. Social suggestions, power relations, teachers' professional and social positioning and the imposed identity and social roles in the school contexts interacted to shape teacher agency. The findings suggest both creating school cultures and structures that value and share diverse discursive and pedagogical practices and managing teachers' professional identity and self-positioning to enhance teachers' agency to engage in mutual learning and remaking of their work practices. Copyright © 2015 Elsevier Ltd.
Original languageEnglish
Pages (from-to)12-21
JournalTeaching and Teacher Education
Volume54
Early online date11 Dec 2015
DOIs
Publication statusPublished - Feb 2016

Citation

Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. doi: 10.1016/j.tate.2015.11.007

Keywords

  • Teacher agency
  • Professional learning
  • Internationalization of education
  • Teacher professional development

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