While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators’ professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work. By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to our knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education. The study concludes with some implications for teacher education and higher education. Copyright © 2015 Australian Teacher Education Association.
|Journal||Asia-Pacific Journal of Teacher Education|
|Early online date||Oct 2015|
|Publication status||Published - 2016|
CitationYuen, R. (2016). Understanding higher education-based teacher educators’ identities in Hong Kong: A sociocultural linguistic perspective. Asia-Pacific Journal of Teacher Education, 44(4), 379-400.
- A sociocultural linguistic perspective
- Higher education reform and change
- Qualitative research
- Teacher educator identity