Life history is regarded as a significant source of information for the comprehension of teacher development and identity. This study examines the biography of a migrant teacher from China to Hong Kong. The narrative biographical study explores how the subjective reality and the historical factors mingle with the evolving background of the teacher’s professional life. Major sources of influence include communist education, family education, suffering in political upheavals and early teacher professional experience. The problems she encountered in the local schools after migrating were found attributing to the incompatible practices and cognition acquired in China. This study provides evidence of how teachers develop on the basis of their biography. Practical insights for teacher education and in-service teacher training can be drawn from this study.
|Publication status||Published - Mar 2008|
CitationLi, W.-S. (2008, March). Understanding professional development of a migrant teacher: A biographical study. Paper presented at the Annual Meeting of American Educational Research Association: Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility, New York, NY.
- Teacher Education and Professional Development