Understanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong |
| |
| Authors: | Chun Lai Mingyue Gu Jingjing Hu |
| |
| Institution: | 1. Faculty of Education, The University of Hong Kong, Hong Kong, Hong Konglaichun@hku.hk;3. Faculty of Education, The Chinese University of Hong Kong, Hong Kong, Hong Kong;4. Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong |
| |
| Abstract: | Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies. |
| |
| Keywords: | teacher authority pre-service teacher education teaching practicum cross-cultural teaching |
|
|
