Source: Asia-Pacific Journal of Teacher Education, Volume 44, Issue 4, 2016, Pages 379-400
This study investigates two language teacher educators’ professional identities in Hong Kong universities.
The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work.
By drawing on the three interrelated processes of identity formation (i.e. adequation/distinction, authentication/denaturalisation, and authorisation/illegitimation), the study adds to the knowledge of the complex and contested nature of teacher educator identity in relation to the ongoing restructuring and reform in higher education.
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