Tang, Elaine Hau Hing (2012) Experience of and support for beginning English teachers : a qualitative Hong Kong case study. PhD thesis, University of Warwick.

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Abstract

This thesis reports on qualitative case study research into the experience of six novice
English teachers in Hong Kong (HK). It describes their perceived experience,
particularly the problems and challenges they encountered, as well as the induction and
mentoring support they received during the first year of teaching. While the benefits of
different forms of induction support (mentoring in particular) have been established, few
studies have focused on specific factors that affect the perceived effectiveness of
mentoring, from the point of view of both the mentors and the mentees. The current
study therefore breaks new ground in investigating the perspectives of different
stakeholders in the mentoring process. What is more, the majority of research reports the
nature of the first year of teaching in one snapshot, often not paying attention to the
professional development and changes throughout the year. The study follows a group
of novice language teachers for the whole of their first year in teaching.
The purpose of the case study is to give voice to the perspectives of individual novice
teachers within the complex wider sociocultural context that these teachers have to
negotiate. Consequently, the thesis begins by establishing key aspects of the HK context
that impact on the experience of HK teachers and especially that of novice teachers in
their first year. It then provides a literature review that details important contributions to an international understanding of induction and mentoring, as well as relating these to
the specific HK situation. After presenting the research methodology and the issues
involved, the thesis provides a discussion that both details the needs and challenges of
the six participating novices and investigates the provision and perception of
school-based induction and mentoring, as well as the roles these mechanisms play in
their professional development, support and socialisation.
As a subsidiary research question, the project also investigates whether and how the
Induction Tool Kit (ACTEQ, 2009), the first official document supporting HK schools
in providing support for beginning teachers, is used in schools the participants teach in.
It also examines how challenges of first-year teachers, support for them, and
professional development are understood by ACTEQ, the commission that advises the
HK government on teacher education and development policies, manifested in the
design and language of the tool kit. These are compared to the actual experience of the
participating novices in the case study.
The thesis concludes by suggesting the implications of the findings, as well as providing
recommendations on how ACTEQ, teacher-training universities and schools can better
support novice English language teachers and their mentors. The limitations of the project and ways of disseminating the findings will also be discussed after outlining
these contributions.

Item Type:	Thesis (PhD)
Subjects:	L Education > L Education (General)
Library of Congress Subject Headings (LCSH):	English teachers -- China -- Hong Kong -- Case studies, First year teachers -- China -- Hong Kong -- Case studies, Mentoring in education -- China -- Hong Kong -- Case studies
Official Date:	April 2012
Dates:	Date Event April 2012 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Mann, Steve ; Pinter, Annamaria
Extent:	360, [80] leaves : ill.
Language:	eng

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