To Be or Not to Be a Teacher: Preservice Teachers' Career Considerations in the Social Movement in Hong Kong

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction

Abstract

The present paper reported a narrative study on 22 pre-service teachers who experienced the anti-ELAB movement, a pro-democracy movement in Hong Kong during 2019-2020 and investigated how their experience in the movement affected their considerations to be a teacher. The findings reported four types of career considerations: (1) enhanced commitment to be a teacher, (2) decision on leaving the teaching area, (3) to be a teacher but with concerns about the future teaching practice, (4) to be a teacher and to hold the de-politicization stance. The findings provided implications on the teacher education programmes to develop pre-service teachers’ competence to handle controversial issues in future school settings. The study also contributes to the understanding of contextual aspects of career development.

Author

• Huixuan Xu, The Education University of Hong Kong