Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong

Huang, Jing and Wang, Yi and Teng, Feng Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education .

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Official URL: https://doi.org/10.1080/10476210.2019.1693535

Abstract or Summary

Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers formore than one year, the present study examines their firstyear teaching experience in Hong Kong secondary schools, focusing on changes of their English teaching beliefs and the impact of these changes on their identity construction. Findings reveal that while the teachers’ initial teaching beliefs were largely shaped in their prior school learning and learning-to-teach experience, these beliefs changed and were reshaped a great deal when encountering various contextual realities, and these changes further influenced their views on their teacher identity establishment, unfortunately in a more negative than positive direction. The study sheds light on the importance of institutional support in affording opportunities for novice teachers’ workplace learning and professional development.

Item Type:Journal article
Keywords that describe the item:Novice teachers, teacher beliefs, teacher identity, teacher education
Subjects:L Education > LB Theory and practice of education > LB1028 Education Research
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:Schools > Centre for Languages
ID Code:7239
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Deposited On:14 Feb 2020 02:17
Last Modified:14 Feb 2020 02:17

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