This study aims to provide a complex account of a PhD candidate's reflexive doctoral engagement process emergent from the changing doctoral environment vis-à-vis the neoliberal higher education context. Drawing on a critical realist theory of reflexivity, it analyzed narrative interview data collected with the participant over an 18-month period.…

This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers' identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and…

This paper reports the results of a qualitative study that examined the perspectives of one group of teacher educators and pre-service teachers about a teaching internship in Hong Kong. Reflecting recent interest in both a practice turn in pre-service teacher education as well as teacher identity construction, the study uses in-depth interviews to…

Despite its rapid expansion in many countries around the world, private tutoring has attracted only limited attention from policy makers and researchers. This is especially surprising in the case of Asia, where high rates of private tuition have been reported. In particular, comparatively few studies have considered the views of the individual…

This article reports the results of a qualitative study investigating the experiences of five former English language teachers in Hong Kong during their initial years of full-time teaching and the reasons for their permanent departure from the profession. Guided by a theory of teacher identity construction, the study employed a discourse analytic…

In response to the perceived "feminisation" of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to…

Despite widespread acknowledgement of the contribution of nonnative English-speaking teachers (NNESTs) to teaching English as an international language, the privileging of native English-speaking teachers (NESTs) and native-speaker competency, and concomitant marginalization of NNESTs, continues in many countries. To investigate and problematize…

This article describes the results of a qualitative multiple case study investigation of the experiences of preservice teachers during a teaching practicum in Hong Kong. The study uses in-depth interviews with pairs of student teachers and their school-based supporting teachers to understand how the former positioned themselves as particular types…

This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…

This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity-in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to…

This paper reports on a qualitative study that investigated the lived experiences of a group of pre-service English language teachers during a teaching practicum in Hong Kong. Multiple, in-depth interviews with student teachers were conducted during a 6-week practicum to understand the students' experiences of becoming teachers. A contribution of…

This paper reports the results of a qualitative study that examined the experiences of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. Drawing upon in-depth interviews and using methods of…

This article reports on a qualitative study that investigated the experiences of one group of English language teachers from the Chinese mainland who completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. Using the concept of teacher identity construction, and drawing…

This article reports on a qualitative study that examined the identity construction experiences of six international English-language teaching assistants (IELTAs) in a large English medium of instruction university in Hong Kong. The study explored the contribution of the IELTAs to the internationalization goals of the university using a framework…

This article reports on a qualitative study that explored the experiences of eight Hong Kong teachers of academic subjects who undertook a full-time, short-term professional development course (PDC) designed to provide them with specialized knowledge and classroom skills required to teach content subjects through the English medium. Using a…