Learning to teach Chinese language and culture in the Australian pre-service teacher education context: Constructing and negotiating a professional identity

Liu, Chang

Learning to teach Chinese language and culture in the Australian pre-service teacher education context: Constructing and negotiating a professional identity

Liu, Chang

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Publication Type:: Thesis
Issue Date:: 2023

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Field	Value	Language
dc.contributor.author	Liu, Chang
dc.date.accessioned	2024-03-26T22:35:53Z
dc.date.available	2024-03-26T22:35:53Z
dc.date.issued	2023
dc.identifier.uri	http://hdl.handle.net/10453/177200
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_US.UTF-8
dc.description.abstract	This study is situated in the area of teacher education within the wider field of teaching languages other than English, exploring how teachers of Chinese language and culture construct and negotiate professional identities during their pre-service period of study when they are enrolled in teacher preparation degree programs in Australian universities. Employing a qualitative, multiple case study research design, data were collected from university websites, email exchanges, questionnaires, documents related to language teacher education in Australia, and interviews with teacher educators and pre-service teachers of Chinese. The findings were threefold and multi-layered. An on-the-ground snapshot is visible depicting the current state and nature of Chinese language teacher preparation across Australia. Competing discourses are uncovered, revealing a disconnect between the constructions of teachers and teaching valued by the dominant educational culture and the challenging realities inhabited by the pre-service teachers of Chinese specifically, and languages in general. Chinese pre-service teachers themselves noted the personal and social nature of their identity formation, manifested through the way in which they negotiated and managed discursive resources in the wider, local educational discourses. The study concludes with implications and recommendations for further research.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	© 2023 Chang Liu
dc.rights	au.edu.uts.lib/nph
dc.title	Learning to teach Chinese language and culture in the Australian pre-service teacher education context: Constructing and negotiating a professional identity	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2025-11-18T00:00:00+1000

Abstract:

This study is situated in the area of teacher education within the wider field of teaching languages other than English, exploring how teachers of Chinese language and culture construct and negotiate professional identities during their pre-service period of study when they are enrolled in teacher preparation degree programs in Australian universities. Employing a qualitative, multiple case study research design, data were collected from university websites, email exchanges, questionnaires, documents related to language teacher education in Australia, and interviews with teacher educators and pre-service teachers of Chinese. The findings were threefold and multi-layered. An on-the-ground snapshot is visible depicting the current state and nature of Chinese language teacher preparation across Australia. Competing discourses are uncovered, revealing a disconnect between the constructions of teachers and teaching valued by the dominant educational culture and the challenging realities inhabited by the pre-service teachers of Chinese specifically, and languages in general. Chinese pre-service teachers themselves noted the personal and social nature of their identity formation, manifested through the way in which they negotiated and managed discursive resources in the wider, local educational discourses. The study concludes with implications and recommendations for further research.

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http://hdl.handle.net/10453/177200