This paper investigates the teacher identity of nonChinese, nonnative preservice English teachers that are currently emerging in the English language teaching field in Hong Kong. Considering the teaching practicum that placed these groups of preservice teachers in local schools, their selfperceived identity, views on the teacher profession established in Hong Kong; nativeEnglish teachers (NETs) and local English teachers (LETs) and perspectives of stakeholders in schools are analyzed to understand how these factors contribute in constructing their identities as English teachers. Indepth interviews are conducted with three nonChinese, nonnative preservice teachers who are in their final year of completing their English education programme and their interviews are examined to indicate recurring themes and keywords, which is then organized into different categories to represent the different aspects of teacher identity. The findings suggest that these preservice teachers’ construction of their teacher identity highly depend on their personal experiences at the practicum and their own beliefs in how they choose to adapt. However, as these teachers are at the beginning stage of their teaching career, a more legitimate teacher identity will be constructed when they enter the profession fulltime. The study has significant implications on teacher education programmes, indicating support is needed to better prepare these preservice teachers to overcome challenges in the real teaching field.
|Publication status||Published - 2016|
- Teacher identity
- Pre-service teachers
- Honours Project (HP)
- Bachelor of Education (Honours) (English Language) (Four-year Full-time)
- Programme code: A4B036
- Course code: ENG4900