The present paper reported a narrative study on 22 pre-service teachers who experienced the anti-ELAB movement, a pro-democracy movement in Hong Kong during 2019-2020 and investigated how their experience in the movement affected their considerations to be a teacher. The findings reported four types of career considerations: (1) enhanced commitment to be a teacher, (2) decision on leaving the teaching area, (3) to be a teacher but with concerns about the future teaching practice, (4) to be a teacher and to hold the de-politicization stance. The findings provided implications on the teacher education programmes to develop pre-service teachers’ competence to handle controversial issues in future school settings. The study also contributes to the understanding of contextual aspects of career development. Copyright © 2022 AERA.
|Publication status||Published - Apr 2022|
|Event||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States|
Duration: 21 Apr 2022 → 26 Apr 2022
|Conference||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"|
|Abbreviated title||AERA 2022|
|Period||21/04/22 → 26/04/22|