Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

Chun LAI, Ming Yue Michelle GU, Jingjing HU

Research output: Contribution to journalArticles

8 Citations (Scopus)

Abstract

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies. Copyright © 2015 Taylor & Francis.
Original languageEnglish
Pages (from-to)417-434
JournalJournal of Education for Teaching
Volume41
Issue number4
Early online dateAug 2015
DOIs
Publication statusPublished - 2015

Citation

Lai, C., Gu, M., & Hu, J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong. Journal of Education for Teaching, 41(4), 417-434. doi: 10.1080/02607476.2015.1081717

Keywords

  • Teacher authority
  • Pre-service teacher education
  • Teaching practicum
  • Cross-cultural teaching

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