A narrative study on pre-service teachers’ transformative learning in a social movement in Hong Kong

ABSTRACT

This narrative study explored pre-service teachers’ critical learning experiences in Hong Kong during the Anti-Extradition Law Amendment Bill movement and how these experiences transformed their perspectives on the teaching profession. Forty pre-service teachers participated in the study, including 16 local participants and 24 originally from mainland China. Using Jarvis’s transformative learning model, this study identified four categories of narratives: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. These narratives demonstrated the participants’ various approaches during the transformation process, including reflection, emotion, and self-identification. Changes resulting from these experiences varied from radical perspective-taking to no change occurring. The Hong Kong locals mainly presented society-centred narrative accounts, whereas the majority of participants from mainland China reported person-centred narrative accounts. Their varied previous lifeworld experiences and self-identification explained the differences. The present study highlights the importance of including emotion and identity instead of taking a single constructive perspective when explaining the process of transformative learning. In addition, it shows that the process and outcomes of transformation do not naturally follow a positive direction of growth. Future studies should examine teacher’s transformation using a narrative approach and longitudinal design.

KEYWORDS:

• Transformative learning
• critical professional learning
• social movement
• pre-service teachers
• Hong Kong

Introduction

In response to progressively strengthened standards and accountability in education, professional learning for teachers increasingly comprises prescribed content and delivery and is highly regulated and structured in linear, accelerated modes within formal settings (French, Griffin and Lambert 2023). However, this prevailing narrative of professional learning frequently fails to acknowledge the significant impact that informal contexts and critical incidents that susceptible to external influence can have on shaping teachers’ professional identities (Taylor 2007). The unplanned critical incidents often cause cognitive dissonance in teachers and transform their pre-existing cognitive schemas (Tripp 1994). Nevertheless, studies examining the effect of unplanned experiences on teachers’ professional development are scant.

The present study investigated pre-service teachers’ learning experiences over a period of prolonged involvement in a social movement. Moreover, this study explored how external influences, such as critical incidents encountered during a social movement, shape pre-service teachers’ understanding of the teaching profession. Emphasis was placed on contesting the notions surrounding pre-service teachers’ political neutrality and conformity with the government, examining their personal philosophy concerning how, why, and for whom educational values are enacted, as well as understanding their sense of agency.

Teachers are generally expected to be the actors of the changes in education following ever-changing goals. In view of this, teachers are expected to undertake continuing professional learning to obtain the constantly updated knowledge, skills, competencies, and attitudes to keep up with the new requirements. However, critical incidents teachers encounter may motivate them to question the professionalism as being externally imposed (Appleby and Hillier 2012), and to critically reflect the established meaning-making of teaching and education. A sense of agency may further be generated to guide teachers to practise their ideas in practice rather than fulfil the tasks expected of them (Appleby and Hillier 2012). This critical professional learning process resembles the transformative learning proposed in the area of andragogy. In andragogy, transformative learning is proposed to explain the change of the frame of reference established in people’s previous lifeworld, which is replaced with a new perspective (Illeris 2018).

In this study, Jarvis’s model of transformative learning was employed to examine how pre-service teachers modified their understanding of the teaching profession upon interacting with external influences. A narrative inquiry method including prompt writing and a follow-up interview was employed to provide practitioner insight in defining the professional learning in context. Forty pre-service teachers voluntarily participated in the study to share their personal stories and thoughts about the teaching profession. The process engaged the participants in reviewing, reflecting, and reconstructing their personal and professional identities. The study also shed light on the absence of a supportive structure or alternative networks for teachers who feel disconnected and isolated during critical learning moments, particularly when they find themselves challenging and questioning the very foundations that define being a professional teacher.

Theoretical models of transformative learning

Mezirow’s theory and its critiques

Transformative learning was initially proposed by Mezirow (1978b) in his study on adult women returning to postsecondary education after a prolonged period of working or household life. Mezirow observed that these women began to review their frame of reference and developed a new perspective to understand themselves and their surrounding contexts. Thus, transformative learning was conceptualised and defined as ‘any learning involving changes in the meaning perspectives, frames of reference or habits of mind of the learner and thus also a term for profound learning, promoting subjectively fundamental transformations’ (Illeris 2018, p. 90). Furthermore, Mezirow (1978a) identified 10 phases of the transformation process. Critical reflection on assumptions and using validated judgement to guide action (Gravett 2004, Kitchenham 2008) were identified as two key phases that trigger perspective-taking.

Over the past three decades, Mezirow’s theory has been tested and revised to develop a definitive framework for explaining the nature and process of transformation in adult learning (Kitchenham 2008, Calleja 2014, Mezirow 2018, Aboytes and Barth 2020). Empirical studies have explored the complex process of individuals’ transformative learning and used Mezirow’s theory to develop interventions to trigger perspective transformation in diverse professional settings (for instance, Taylor 2007, Sahakian and Seyfang 2018, Chwialkowska 2020).

In teacher education, transformative learning theory has been incorporated and taught as a component of teacher learning programmes (İZMİRLİ and YURDAKUL 2014, Quennerstedt 2019). Educational researchers have shown particular interest in critical reflection and developed strategies to stimulate teachers’ critical reflection on their teaching practices (Brigham 2011, Christie et al. 2015, Liu 2017, Parra et al. 2015). For instance, e-portfolio was designed to provide pre-service teachers with a platform for critical reflection and continued dialogue with teacher educators (Stansberry and Kymes 2007). In the curriculum design of service-learning, reflection has been regarded as a crucial and indispensable component of service-learning programmes (Carrington and Selva 2010, Carrington et al. 2015). Pre-service teachers are constantly required to reflect on their cultural values in overseas experiences (Vatalaro et al. 2015, Bergersen and Muleya 2019, Klein and Wikan 2019). For facilitating transformation in individual teachers, Saavedra (1996) demonstrated that collaborative learning among teachers in regularly organised study groups effectively altered teachers’ beliefs regarding multicultural education. Moreover, collaboration among teachers in various school teams was vital for promoting their perspective transformation (Steyn 2017).

Despite the wide recognition of Mezirow’s theory, critiques have focused on a few aspects: only a few studies investigating the effect of external influences, such as family, school, and social and political systems, on transformative learning; the exclusion of other forms of knowing; the inadequate examination of diversity in terms of class, ethnicity, and gender; and lack of studies on collective social action (Brookfield 1995, Christie et al. 2015). In addition, Taylor and Cranton (2012) questioned the inherently positive nature of transformative learning and challenged the notion that the conventional constructivist perspective of transformative learning restricts transformation in the direction of positive growth. Similar criticisms were noted in the studies on the teacher profession (Taylor 2007).

To address the criticism directed at the conventional constructivist perspective, researchers have proposed alternative theories to explain the comprehensive process of transformative learning (Fenwick 2010, Illeris 2018, Koulaouzides 2020, Segers and De Greef 2021). The present study was such an attempt, which employed Peter Jarvis’s theory of transformation of the person through learning (2006, 2009, 2012) to examine the transformative learning process of pre-service teachers.

Jarvis’s model of transformative learning

The theory of transformation of the person through learning, proposed by Jarvis (2006, 2009, 2012), is a comprehensive learning theory pertaining to adult learning. From a sociological perspective, Jarvis states that learning must be understood as a socially embedded and constructed phenomenon (Jarvis 1987a, 1987b). His learning theory explains how an individual, society, and culture are intertwined in cultivating an individual’s sense of belonging to society (Jarvis 2009).

Jarvis identifies disjuncture as the beginning of learning. Disjuncture refers to a state in which individuals cannot use their meaning-making frame of reference to describe a new experience. When disjuncture occurs, individuals resolve it by using various ways of knowing instead of only a single cognitive aspect. The resolution of a disjuncture indicates that individuals experience transformation, develop a new set of norms, and enter a new life world, thereby cultivating a more enriched self (Jarvis 2006, 2009, 2012b, Koulaouzides 2020). Jarvis’s model of transformation of the person through learning (Jarvis 2009, p. 28) is illustrated in Figure 1.

Figure 1. Transformation of the person through learning (Jarvis 2009, p. 28).

Although Jarvis’s model addresses the criticism directed at the constructivist perspective of transformative learning, it has been questioned that disjuncture is a reliable foundation for learning, suggesting that learning is largely extrinsically driven. Although the learning process offers a broader form of engagement, non-cognitive learning is still secondary to the meaning-making process in resolving the disjuncture experiences (Bagnall 2019).

Given that this study examined how pre-service teachers perceive external contexts, which provide numerous opportunities to experience disjuncture and engage with various types of experiences, Jarvis’s model is suitable to serve as an overarching framework. The researcher acknowledges the critiques of Jarvis’s model and responds to the ongoing dialogue on Jarvis’s model in the Discussion section.

Research context: the anti-extradition law amendment bill movement in Hong Kong

Hong Kong was previously a British colony and has developed a social system different from that in mainland China. Following the transfer of sovereignty over Hong Kong in 1997, Hong Kong became a Special Administrative Region of China. Since then, Hong Kong has been governed according to the ‘One Country, Two Systems’ framework, which would not be changed for 50 years. Under this framework, several British institutions now coexist with new authoritarian institutions (So 2011).

The Extradition Law Amendment Bill (ELAB) was introduced in February 2019. This bill would legally allow the Chief Executive of Hong Kong to transfer fugitives on a case-by-case basis to any jurisdiction, including mainland China, which has a different judicial system to that of Hong Kong. The people of Hong Kong were concerned that this bill would result in dissidents being extradited to Chinese courts for trials based on political reasons (Ching 2009). Following the announcement of the bill’s proposal, pro-democracy and pro-government camps increasingly demonstrated their support for or resistance to the ELAB. The Anti-ELAB movement emerged during the first half of 2019, giving rise to peaceful, rational, and non-violent protest activities within local communities. However, the situation took a turn for the worse in June 2019, as the protests became increasingly violent. The first confrontation between protesters and the police force occurred outside government headquarters on 12 June 2019 (‘612 Rally’). Subsequently, the protestors expanded their repertoire of contention, and the police also strengthened their forces. The original request to withdraw the ELAB was extended to the Five Demands, which served as shared objectives among the protestors. The protests did not cease until Beijing passed and enacted the National Security Law (NSL) in June 2020. This law had immediate deterrent effects on protestors and dissidents, exerting control over society, education, and the judiciary (Lo 2021).

Before the emergence of the Anti-ELAB movement, teachers in Hong Kong enjoyed a certain degree of freedom to express their societal and political views within professional settings or public gatherings, exercising their rights as citizens. However, since the beginning of the movement, numerous in-service and pre-service teachers and school students were drawn into protest-related activities. Teachers who explicitly expressed their political stance or selected teaching materials that opposed the government received criticism, and teachers’ expression of politics-related speech became a controversial topic during the movement (Xu 2021). In addition to teachers’ conduct, the curricula and pedagogy used in a few subjects, such as Liberal Studies, faced criticism regarding their appropriateness (Ho and Hung 2020).

Given that education is an area that resembles a society’s mainstream ideology (Popkewitz 2011) and that pre-service teachers are pursuing teaching credentials in public schools or private sectors, it is critical and timely to understand how pre-service teachers, amid radical social changes in Hong Kong, have examined their educational assumptions and reshaped their beliefs about being teachers. This change can form the basis of their future approaches to teaching and working with students in schools as teachers.

In summary, the Anti-ELAB movement has presented opportunities for individuals to confront their cultural, social, and political identities, examine how their identifications have been reshaped, and how they contemplate future actions. The present study employed Jarvis’s model of transformative learning to investigate how individual pre-service teachers altered their understanding of the teaching profession during the abovementioned critical period in Hong Kong.

Methodology

This study employed the narrative inquiry approach to explore the transformative learning of pre-service teachers during a pro-democracy social movement in Hong Kong. Narrative inquiry was used because it can provide a comprehensive and detailed understanding of people’s life situations and assist in unravelling how stories are told concerning a specific frame of reference (Punch 2013).

Jarvis’s model of transformation of the person through learning (2009) guided data collection and analysis. The research framework comprised three significant components: (1) the identification of disjuncture revealed in critical incidents, (2) the determination of ways of knowing that triggered changes in participants’ frames of reference, and (3) the confirmation of the outcomes of transformative learning in understanding the teaching profession.

Ethical concerns

Given the sensitivity of the research topic, ethical issues were thoroughly considered and the home institution’s ethical review committee approved the research proposal before submission to the funding authority.

The primary ethical concern of this study was the potential risk of civil or criminal liability faced by research participants or damage to their employment opportunities if their information is disclosed. To alleviate participants’ concerns regarding reporting their participation in the movement and to minimise the risk of using details related to their participation in protests as a cue for investigation, the researcher focused on asking questions about their reflections and changes in perspective based on their experiences or their observations of one or two critical incidents instead of asking for details regarding their participation in protests. To prevent the potential disclosure of personal information, the researcher ensured the confidentiality of research data through several approaches. Identifying information was removed from the data file and stored separately, and the identifying information was linked with the data using only codes. In addition, the entered data were stored in a password-protected file on a password-protected computer; only the research team had access to the data. The voluntary nature of participating in the project was emphasised throughout the data collection process. Moreover, participants were assured of their ability to withdraw from any stage of the research.

One researcher and two senior research assistants were involved in the data collection process. Although the researcher and participants worked and studied in the same institution, the researcher did not conduct interviews with the participants who had previously been students or acquaintances of the researcher.

Participants

This study was conducted at a university in Hong Kong that mainly offers teacher education programmes. A maximum variation sampling plan (Punch 2013) was used to ensure the inclusion of a diverse sample of pre-service teachers. The original sampling plan included participants with varying majors, years of study, gender, and birth of origin. This study was promoted through mass emails, posters, and social media among pre-service teachers from April to July 2020. The participants voluntarily joined this research, and the researchers regularly reviewed the participants’ information, sent invitations to target groups, and utilised snowball sampling (Noy 2008) to reach target participants.

This study included the participants with diversity in gender, birth of origin, majors in various specialised subjects of the teaching profession, and study year. Forty pre-service teachers were recruited. Among them, 16 were Hong Kong local students and 24 had received their primary and secondary school education in mainland China. The details of the participants are listed in Table 1.

Table 1. Details of the participants.

Demographic Characteristics		Local	Mainland	Total
Gender	Male	5	3	8
	Female	11	21	32
		16	24	40
Subject	Chinese language	3	5	8
	English language	2	9	11
	Mathematics	3	2	5
	General/liberal studies	1	-	1
	History/Geography	3	3	6
	Internet and Computer Technology	1	2	3
	Science	1	1	2
	Early Childhood Education	2	2	4
		16	24	40
Study Year	1	2	2	4
	2	7	5	12
	3	2	7	9
	4	3	4	7
	5	2	6	8
		16	24	40

Data collection

Each participant in the study began by completing a brief survey, which gathered information about their demographics and the level of their involvement in the protests during the Anti-ELAB movement. Following the survey, participants engaged in prompt writing activities on an online platform, and subsequently, individual interviews were conducted.

Prompt writing

The prompt used in this study was adapted from Singer et al. (2002) ‘Rising to the occasion’ narratives, which focused on individuals identifying struggle, challenge, or novelty periods in their lives. The prompt enabled the participants to construct the meanings of their experiences, enhance their awareness of personal strengths and abilities, and develop a sense of unity. Because Singer et al. (2002) only posed general questions about individuals’ strengths and weaknesses, a new prompt aligning with the focus of the present study guided by Jarvis’s model was developed to elicit the participants’ experiences on (1) one or two critical incidents throughout the Anti-ELAB movement and how they made meaning of these incidents (disjuncture), (2) how the participants engaged in the process of changing (ways of knowing), and (3) the extent to which their understanding of the nature of the teaching profession changed (outcome). The writing prompt is included in Annex I.

Individual semi-structured interviews

During interviews, the participants were asked to provide additional details regarding the critical incidents (disjuncture), elaborate on how they derived the meaning of those incidents (ways of knowing), and discuss the extent to which their values and goals regarding the teaching profession (outcome) had changed. Furthermore, the participants were asked how experiences with their family, school, and community life shaped their previous perceptions of the teaching profession. These questions helped the researcher to identify factors that shaped the participants’ previous perceptions of the teaching profession and the factors that facilitated their perspective-taking during the Anti-ELAB movement. The main interview questions are included in Annex II.

The interviews were conducted in Cantonese or Mandarin according to the participants’ preferences. The interviews were transcribed verbatim, and anonymity was ensured in the subsequent analysis.

Data analysis

Before the data analysis, each participant was assigned a code, which included the information of birth of origin (L means local; M means mainland Chinese), the participant number randomly assigned, gender (F means female; M means male), year of study, and major of study. For instance, the participant with the code ‘M21_F_yr2_English’ refers to a mainland participant who was the 21^st interviewee. She is a female who was studying in her second year and majored in English. The code of participants was laid out in the Result section right after the end of the utterance extracted from the transcripts.

Data analysis began with a content analysis of each participant’s prompt writing and interview data. The researcher first listed the critical incidents and identified the meaning of the incidents explained by the participants (disjuncture). Then, the researcher examined the types of reflection, feelings, and ideas during the process of learning (ways of knowing) and explored changes concerning the teaching profession due to the critical incidents reported (outcome).

After completing the analysis of individual participants, the researcher compared the data of all the participants to identify recurring patterns in how the participants perceived their experiences. Four categories of narrative accounts emerged, and each differed according to the types of critical incidents: (1) a society-centred narrative, which focused on the macro-level societal and political systems in Hong Kong; (2) a person-centred narrative, which was micro-level and focused on personal safety and benefits issues; (3) a relation-centred narrative, which concerned with the growing dissent in Hong Kong society, as well as the ‘invisible wall’ created between individuals; and (4) a witness-lens narrative, which adopted the perspective of a historical witness. The nature of the critical incidents, ways of learning involved, and outcomes of changes varied across the four categories of narratives.

In the next analysis step, the researcher counted the number of participants in each category according to their demographics. Among the demographic aspects, marked divergences were observed between the pre-service teachers from Hong Kong and those from mainland China in their selection of critical incidents and interpretation of the meaning of experiences. The researcher then moved back to the interview transcripts and identified factors that shaped their values derived from previous lifeworld experiences and the factors that caused changes during the Anti-ELAB movement.

When a preliminary coding system was established, one additional researcher working in teacher education was invited to read and validate the codes according to the sample participants provided in each of the four categories. Two researchers discussed discrepancies until they reached a consensus.

Results

This study examined the transformative learning of pre-service teachers during a pro-democracy social movement in Hong Kong. Four categories of narratives emerged from the data analysis: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. Hong Kong and mainland Chinese participants exhibited marked differences in the first two categories. In each of the subsequent sections, an overview of the features of each narrative is introduced, followed by detailed accounts of the reported critical incidents (disjuncture), three ways of knowing that emerged in this study (reflection, emotion, and identity), and the outcomes of transformation.

Category 1: society-centred narrative accounts

Within the society-centred narrative accounts, pre-service teachers brought attention to critical incidents that shed light on macro-level social issues, including political systems, procedural justice, and universal principles. These incidents often involved disruptions to established systems and norms. Participants in this category expressed a range of strong negative emotions, such as anger, sadness, disappointment, desperation, and a sense of powerlessness. These emotional responses were accompanied by a heightened self-identification as a Hong Kong resident. The participants demonstrated a process of transformation as they recognised the evolving frame of reference within Hong Kong society, while also considering the implications for their future teaching careers.

Among the 40 participants, 13 were classified as having society-centred narratives, including 12 local and one mainland Chinese participant.

Critical incidents and reflection

The 13 participants reported critical incidents concerning alterations in the political system, the standard practices of the police, and compliance with reasonable procedures in Hong Kong.

Three local participants mentioned that their knowledge regarding political participation as a legal activity in Hong Kong was no longer applicable. In the past, the government was willing to listen to public opinion and withdraw some bills that attracted strong opposition from the public. However, the government was more rigid when dealing with the ELAB.

I was a little surprised initially; we had applied for a peaceful demonstration according to the standard and legal procedures. Many citizens have strongly expressed that they prefer a different bill than the ELAB. But you (the government) did not listen to us. … The knowledge about Hong Kong society and government I have gained in my life has not been useful in explaining the government’s actions. I do not understand why.

(L29_F_yr2_English)

Eight participants reported a few critical incidents as turning points, such as the ‘612 Rally’, the first violent confrontation between protesters and the police force that occurred outside government headquarters on 12 June 2019. Another critical incident mentioned by some participants was the ‘721 Yuen Long Attack’, a mob attack that occurred in Yuen Long, a town in Hong Kong, on 21 July 2019. Although the government claimed that the latter event was a gang fight involving participants from both sides, many people confirmed that civilians on the streets were attacked, with police arriving very late. These events considerably changed the participants’ perceptions of the standard practices of the police. They elaborated on their understanding of the use of force and how they perceived the excessive use of force by the police during these incidents. The traditional positive image of the police in Hong Kong was damaged for these participants due to these critical incidents.

It seemed 21 July 2019 (when ‘721 Yuen Long Attack’ occurred) was a day when all the rules were destroyed. The police pretended to stand in the middle but intentionally collaborated with some organisations to attack members of the public.

(L28_M_yr5_Maths)

Three out of 13 participants narrated a few critical incidents that occurred in education. From these incidents, they realised the changing reality of the teaching profession. For instance, when a test question appearing in the public examination test paper on history stirred controversy, the Education Bureau (EDB) promptly announced that the concerned test question would be removed before conducting any investigation. The participants interpreted this incident as disregarding the established formal investigation procedure.

(Regarding the History test paper event) I was very disappointed. At that moment, something collapsed. I began to perceive that education in Hong Kong had become different and hopeless.

(L34_M_yr2_Language Studies)

Other ways of knowing

Emotion

The participants experienced strong negative emotions and trauma while encountering these critical incidents.

I have experienced different feelings: I felt shocked and angry at the beginning, and gradually, I was disappointed with those officers. From ‘612 Rally’, ‘721 Yuen Long Attack’, to the national security law, my feelings changed from disappointed to desperate. Now I have no hope for this place.

(L34_M_yr2_Language Studies)

For the education-related incidents, some participants expressed worries and concerns regarding handling politics-related teaching and student issues in the future.

I have a little more fear. … whether I will be misunderstood because I spoke a wrong sentence … whether my course synopsis will have to be politically correct.

(L29_F_yr2_English)

Identity

All the participants in this category firmly expressed their Hong Kong identity. Some participants experienced a shift in their self-identification from a Chinese to a Hong Kong person. The strengthened identity solidified a sense of bonding with others in the same camp, fostering commitment towards improving Hong Kong.

I used to label myself as Chinese. I remember I was so proud of being a Chinese person when the Olympic Games were held in Beijing in 2008. However, at the moment, I think I had no chance to experience what real Beijing is. … I would like to stay in Hong Kong as a citizen of Hong Kong. Although there are many problems here, … Hong Kong is our home. We can work together to improve it.

(L29_F_yr2_English)

Outcome of transformation

The changing role of education in a changing society

Among the 13 participants in this category, 11 recognised changes in their frame of reference concerning the meaning of a teacher in a local school in Hong Kong. These participants presented their thoughts and concerns about being a teacher in Hong Kong because they had observed how education is embedded in a societal system.

Politics is a part of society; we individuals are a part of society. We exert an effect on society, and, at the same time, we are affected by society … If national security law is applied, I worry that the curriculum will be changed in the future. How would my teaching career look then? The national security law would affect all teachers; teachers affect their students, our society, and our future.

(L34_M_yr2_Language Studies)

Some participants indicated that the government requested schools and teachers to maintain a neutral stance on political problems. They acknowledged that neutrality is a standard expectation in schools; however, they believed that this neutrality was not, in fact, neutral.

The Education Bureau (EDB) always indicates that politics should not be brought to campus. This means the EDB and schools force teachers to follow only one format of practice … . I will talk nothing about politics in my school to avoid conflict because I have no idea whether I will lose my job if I do not follow this taboo.

(D51_F_yr4_Chinese)

Possible solutions and actions

These 11 participants explored alternative solutions such as becoming a school teacher to nurture students’ thinking ability, leaving the teaching profession, or migrating to other countries. Some participants did not abandon their commitment to teaching but emphasised the importance of nurturing school students’ thinking abilities in the future. Based on their personal experiences, they recognised the importance of independent thinking, critical thinking, and perspective-taking. They hoped their students would not be affected by only one ideology without a deliberate process of critical thinking.

The last thing I want is for my class to become a place of brainwashing. My students should learn critical thinking and develop their beliefs after careful critical thinking.

(L29_F_yr2_English)

When some participants realised that the frame of reference was changing in an unfavourable direction, they would like to retreat from the teaching profession.

I used to be passionate about becoming a teacher. … When the Emergency Regulations Ordinance was applied, I had a stronger will to be a teacher and to teach my students what is black and white and what are responsibilities and obligations. However, when the national security law was passed, I began to hesitate. Teachers will receive additional training that was not a part of the previous curriculum and follow instructions provided by the government, which means teachers will be disciplined. There is a model answer regarding correct behaviours and values, and teachers will have to adjust themselves and adapt to the new environment. Given these circumstances, I would not like to be a teacher.

(L50_F_yr1_Maths)

Some participants mentioned that their experiences during the Anti-ELAB movement had motivated them to identify critical factors for societal change. Thus, they began to understand the meaning of power and considered beginning a career in government or the district council.

I initially decided to become a teacher, but now, although I still agree that teaching is a good career path, I think I should do something more. I plan to enter politics to be an administrative officer and then I may have the power to make changes.

(L30_F_yr5_Language Studies)

Three local participants firmly committed to becoming teachers. However, their experiences during the Anti-ELAB movement discouraged them from pursuing teaching. Thus, deciding where to live has become a priority when considering their future life and work plans.

I wanted to be a teacher and contribute to education in Hong Kong. My father is a teacher; I have good skills in tutoring children … … however, recently, the EDB announced the removal of a controversial question from the history test paper and other similar matters … . All these changes discouraged me from pursuing a teaching position in the future. Occasionally, I thought of the possibility of migrating to other countries, but I know migration is not a solution to problems in Hong Kong.

(L32_F_yr2_Chinese)

No transformation

Two out of 13 participants in this category reported that the social movement did not affect their thoughts concerning the teaching profession, or their consideration of career development.

The movement did not affect my thoughts about becoming a kindergarten teacher; this is probably because I will teach toddlers and children in kindergarten instead of middle school and high school students. Kindergartens would not face issues concerning society and politics.

(L67_M_yr1_Early Childhood Education)

Category 2: person-centred narrative accounts

Within the person-centred narrative accounts, the focus shifted towards micro-level personal concerns, particularly related to personal safety. Participants expressed shock and alarm at the violent nature of the protests, evoking strong negative emotions such as fear, worry, and anger. These emotional responses were primarily directed towards the protestors involved in the movement. As a result, the participants’ self-identification as Chinese individuals became increasingly emphasised.

Unlike the society-centred narratives, the person-centred narratives demonstrated a limited observation of the relationship between education and the broader social contexts. Participants in this category were less inclined to explore the systemic issues or macro-level social problems that underpinned the Anti-ELAB movement. Their primary focus remained on their personal experiences and the immediate impact on their own safety and well-being. However, the narratives did indicate an emerging awareness of the need to address politics-related issues in their future teaching endeavour.

Among all the 40 participants, 17 were classified as having person-centred narratives, with 16 being initially from mainland China and one from a local Hong Kong community.

Critical incidents and reflection

The participants reporting person-centred narratives were shocked by the violent behaviour of protestors. The critical incidents in this category pertained to personal safety and benefit-related matters. For instance, the occupation and violent incidents disrupted the daily routines of a few participants, such as public transportation.

I did not have unsafe feelings at the beginning. However, when many places were occupied, the metro was suspended, and travel lights were broken, I began to worry, and my life was disturbed since I had to go to a school to fulfil the requirement of teaching practicum every day.

(M13_F_yr5_ Early Childhood Education)

The occurrence of violent incidents in universities increased the stress of students those from mainland China. For a few participants, the most impressive experience during the movement was ‘escaping’ from Hong Kong to mainland China.

I have felt increasingly scared since November 2019 (when demonstrations and protests occurred at local universities). When our university provided a bus service to take mainland students to the border, I did not hesitate to join my peers back to the mainland. We looked like ‘refugees’ and eventually returned to my motherland.

(M21_F_yr2_Geography)

Although they were shocked by the prolonged violent protests, some participants from mainland China attempted to communicate with their local friends to understand the origin of the movement. Although they gained some knowledge regarding the demands of local participants, they could not understand the use of violence to fight for ‘something,’ nor did they understand why local people were deeply involved in the movement, while less considered their benefit.

I am not a politically active person, and I do not care about politics. When I found that some local classmates were sensitive to political events, strongly advocated something, and participated in those violent activities, I did not understand why they were so devoted to politics. I could not imagine what motivated them to do that. They sacrificed their time and personal safety. (M44_F_yr3_Geography）

Other ways of knowing

Emotions

The violence triggered a sense of unsafety and helplessness in a few participants. They attempted to ‘hide’ themselves.

I just felt confused. I do not understand what is occurring. It seems I am like small sand in a society. This sense of helplessness pushed me to refocus on my study.

(M35_F_yr3_English)

The violent behaviour of protestors elicited strong emotions, including anxiety, fear, horror, sadness, and annoyance, in the participants from mainland China. In addition, many of these participants expressed concerns about being potential targets of attack because they spoke mandarin Chinese and thus would be easily identified as individuals from mainland China and assumed to hold a pro-government stance.

Whenever you go to the street, there is some probability that you will be attacked or targeted. This is only my impression and not my experience. You know that I have more chances to be a target because I speak Mandarin Chinese.

(M72_F_yr5_Maths)

Identity

All participants from mainland China in this category emphasised their solid Chinese identity. Moreover, some of these participants attached importance to their role identity as university students.

In Hong Kong, I see myself as a student. If a similar event occurred in the mainland, I might respond differently. As a student, the priority for me is to study hard … I do not have a strong sense of belonging to Hong Kong; those are their (Hong Kong people’s) affairs.

(M21_F_yr2_Geography)

Outcome of transformation

In this category, the participants from mainland China narrated critical incidents concerning their private lives. In terms of ‘profound learning promoting subjectively fundamental transformations’ (Illeris 2018, p. 90), 15 out of 17 participants developed new ideas that they had yet to contemplate before the movement, and two additional participants in this category reported no change. The participants who were more concerned regarding their safety began considering their place of work. In addressing politics-related issues, a few participants showed cautious but slightly different attitudes towards discussing political issues within the school setting.

Communicating political issues and views with students

Some participants in this category seldom thought that politics-related issues would be addressed in school settings before the movement; after the movement, they began considering their opinions regarding sharing political issues with school students. Some participants believed that the transmission of political thoughts was unacceptable and that the campus should keep distance from politics.

During the social movement, I observed that some local teachers transmitted their political views in class and expressed negative emotions toward the government or society. They should not transmit too many personal and subjective views. This is a lesson I learned from the movement. I would not do that.

(M12_F_yr2_English)

Some participants hesitated to express or discuss their views on social movements such as the Anti-ELAB movement.

I tend not to provide my comments if I have to say something about politics, like the Anti-ELAB movement. Because my attitudes likely affect my students, I have yet to determine whether my views are wrong or right.

(M62_F_yr4_Chinese)

Nurturing students’ thinking ability

The marked difference between the opposing political stances during the social movement prompted the participants from mainland China to think about the role of teachers in nurturing students’ thinking abilities to respect people with different perspectives.

From the confrontation, I observed that when teachers deal with controversial problems, they should guide students to be aware of others’ views and why sometimes different views conflict. They should understand the benefits and disadvantages of both sides.

(M55_F_yr4_Language Studies)

No transformation: teaching is not relevant to politics

Two participants from mainland China mentioned that teacher’s work was irrelevant to politics and that the Anti-ELAB movement would not affect their understanding of being a teacher in Hong Kong.

In the presence of any impact this social movement confirmed my decision to be a teacher in Hong Kong. This profession is very stable and not related to politics. The police and economic sectors have been strongly affected by the social movement.

(M21_F_yr2_Geography)

Category 3: relation-centred narrative accounts

The relation-centred narrative accounts in this study focused on the dynamics of interpersonal relationships and social cohesion. Unlike the participants in the society-centred and person-centred categories, those in the relation-centred category did not exhibit the same strong emotional responses. Their self-identity remained relatively stable throughout the Anti-ELAB movement. Participants in this category expressed a particular concern for the potential conflicts that may arise in their future teaching careers. They displayed cautiousness and an awareness of the challenges they might encounter when working in schools. The narratives indicated a recognition of the importance of maintaining positive relationships and fostering social cohesion within educational settings.

One local participant and four participants from mainland China provided relation-centred narrative accounts.

Critical incidents and reflection

The four participants from mainland China reported that they previously had a solid motivation to integrate into Hong Kong society. However, the movement created a wall between local and mainland Chinese people. One local participant reported critical incidents focusing on social division, confrontation, and social rifts/tears since the Anti-ELAB movement. He was aware of social problems such as high housing prices, and the outbreak of the Anti-ELAB movement reflected the need to resolve those long-standing issues.

This movement caused lot of negative emotions and hurt among Hong Kong people. This has a strong effect on tearing society apart. Even when you walk in the street, you tend to guess the surrounding persons’ political stance, whether they have the same views as you. This triggered a sense of distrust among people… … Some social issues and problems exist for a long time … … we should face and solve those problems and seek favourable resolutions instead of social confrontation.

(L04_M_yr4_History)

Other ways of knowing

None of the five participants in this category exhibited a process of strengthening their identification as either Hong Kong or mainland Chinese individuals; they tended to emphasise the importance of holding a sense of belonging, social integration, and harmony in social relationships. In addition, unlike the participants reporting person- or society-centred narratives, they did not display strong emotions. However, one local participant felt slightly anxious about the situation creating social division.

This social rift and lack of trust among people sometimes made me anxious. I was worried about if I were asked to express my stance and if my stance differed from that of others. Eventually, I avoided participating in social activities to reduce the conflict with others

(L04_M_yr4_History)

Outcome of transformation

Avoid interpersonal conflict

Regarding interpersonal relationships and social cohesion, the participants were worried about whether their students would ask challenging questions in the future. They preferred to avoid interpersonal conflicts in future teaching settings.

I have some concerns. Students with different views/stances might challenge me in my future teaching. Although I try to stay neutral, I do not know how to deal with the challenges posed by my school students.

(L04_M_yr4_History)

Some participants mentioned the challenges they encountered while integrating into Hong Kong society and were concerned about the difficulties of being a teacher in a local school.

In this movement, you can see that many students were involved, teachers were involved, and local textbooks were not appropriately used. I wonder whether they will have a friendly environment in schools.

(M44_F_yr3_Geography)

One participant from mainland China explained how she transformed her sense of belonging due to the movement.

I used to try my best to learn Cantonese, but even if I tried very hard, I sometimes could not communicate well with local classmates and friends. These failed experiences discouraged me a lot. After the movement, it seemed more difficult to integrate myself into Hong Kong.

(M08_F_yr4_ Early Childhood Education)

Category 4: witness-lens narrative accounts

The final category of narrative accounts that emerged from the study were the witness-lens narratives. Participants in this category did not align themselves with any specific camps or groups involved in the Anti-ELAB movement. Instead, they adopted a panoramic perspective, observing the development of the movement as outsiders. Their aim was to understand both sides of the political camps involved. Participants in this category approached the movement with a sense of detachment, striving to maintain an objective viewpoint. They exhibited a moderate emotional response to the events, neither displaying strong negative emotions nor remaining unaffected. Instead, they sought to position themselves as individuals standing between the pro-democracy and pro-government factions or between Hong Kong and mainland China. This positioning allowed them to explore and understand the perspectives of various stakeholders involved in the movement. Regarding the outcomes of transformation, participants in this category expressed that they would not address political issues in their future teaching careers. Their focus remained on maintaining a neutral stance and avoiding direct involvement in political matters within the classroom.

This category included two local participants and three participants from mainland China.

Critical incidents and reflection

One local participant commented negatively on the violent approach used by both protestors and the police. He also proposed alternative methods to pursue the ideal of a good society. Obtaining a good education and a good position in society would empower people to make changes.

What impressed me was that there were many uncritical participants. They support the use of violence to achieve their goals … . I think this is irrational because violent behaviour hurts your body, your future, and your family and does not help in achieving goals … . My family and I agree that the best way to solve problems is to attain a good education, be peaceful and rational, and obtain a good position to have the power to pursue your ideal.

(L26_F_yr2_History)

His understanding was derived from the observation of the inequivalent use of power that people hold.

From this movement, I began to understand a principle: accepting something if you have no power to change it and changing it when you have wisdom, power, and like-minded partners. It is difficult for individuals to fight with the state apparatus.

(L26_F_yr2_History)

Among the three participants from mainland China, two closely followed the situation’s development yet did not emotionally or physically engaged in the movement. The other participant described himself as a historical witness and observed how the city had changed. He was motivated to read widely to obtain a complete picture of the Anti-ELAB movement.

Hong Kong is a place I will live in for many years. Thus, I should get to know it, and understand its stories. This is helpful for me to integrate into Hong Kong society. This sense of witness has encouraged me to care about what is occurring.

(M21_F_yr2_Geography)

Other ways of knowing

Among the five participants in this category, one local participant and one participant from mainland China reported that they occasionally had an emotional response to the uncertain reality; the others did not report a strong emotional response.

I took a neutral view to look at the whole movement. Unlike some mainland participants with negative emotions, I had never been negative. I just would like to know what is occurring. The news and messages are overwhelming every day, and you had no chance to ignore them.

(M59_F_yr3_English)

The participants in this category did not identify strongly as a Hong Kong or a Chinese individual; they stood in a position between Hong Kong and mainland China. One mainland participant explained:

I feel the two forces are stretching me. In Hong Kong, I have got more information about supporting protestors, but when I browse websites in mainland China, I read more news supporting the government. Both sides have something I would agree or disagree with. I think I can understand both, but I cannot say I am for or against any of them.

(M59_F_yr3_English)

Outcomes of transformation

Transformation

The two local participants in this category had strengthened their views on the competencies necessary for future students.

My decision to become a teacher has always stayed the same, but I will change some strategies. It is equally important to learn subject knowledge, such as being rational, learning well before you want to change the world, and having good interpersonal skills. These are skills I obtained from the movement.

(L26_F_yr2_History)

No transformation

Two participants from mainland China shared their perspectives on the varied social systems between Hong Kong and mainland China, recognising these differences as the underlying factors contributing to the social movement. However, their understanding of these differences did not significantly impact their views on being a teacher in Hong Kong.

This movement did not matter to my commitment to becoming a school teacher in Hong Kong. I think it is always important to talk about the movement neutrally. I will not transmit my views to my students.

(M21_F_yr2_Geography)

One participant in the study acknowledged the work-related challenges they would face if they were to return to mainland China. In light of these difficulties, they expressed their intention to pursue career development in Hong Kong.

This movement had little influence on my thoughts about being a teacher in the future. I have always wanted to be a teacher in Hong Kong, and I have never changed my decision. The only worry (since the movement) is my identity as a mainland student studying in Hong Kong. Having experienced the Anti-ELAB movement, I have yet to learn how the people in the mainland would perceive our identity (mainland students studying in Hong Kong) and whether they would like to offer us a job; this is my concern. Given this worry, I would rather stay in Hong Kong.

(M59_F_yr3_English)

Discussion

This study employed Jarvis’s model of the person’s transformation through learning (2009) to examine the transformative learning process of pre-service teachers during a social movement in Hong Kong. Under the overarching framework of Jarvis’s model, four categories of narrative accounts were identified. Moreover, the findings revealed marked differences in narrative accounts between the pre-service teachers from Hong Kong and those from mainland China.

Process of transformative learning

Previous research has predominantly focused on the development of interventions and examinations of transformative learning within formal educational settings. However, Taylor (2007) proposed that transformation can also occur in everyday life and informal contexts, particularly when teachers encounter critical incidents that are susceptible to external influences. The results of the study supported Taylor’s assertion, highlighting the relevance of informal contexts in fostering transformative learning experiences.

This study aimed to explore the applicability of Jarvis’s model, which highlights the significance of social contexts in understanding different modes of learning during the transformative learning process. The findings of this study provided compelling evidence supporting the use of Jarvis’s model to investigate the transformative learning process. Specifically, the study identified three key stages and delineated various types of changes within a specific historical context.

Critical incidents created a sense of disjuncture

The present study identified four distinct categories of narrative accounts: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. These categories were characterised by the participants’ selection of critical incidents that caused a sense of disjuncture. The differences in the chosen incidents contributed to variations in the participants’ emotional responses, the reinforcement of national or regional identity, and the types of transformation observed in their understanding of the teaching profession in Hong Kong.

Participants who shared society-centred narratives engaged in a process of reviewing and examining their assumptions regarding the characteristics of an ideal society and the responsibilities of a good citizen. Moreover, they made connections between societal changes and the nature of education, as well as the role of teachers within this context. The shifts in perspectives reported by the majority of participants in this category align with Mezirow’s definition of transformation (Gravett 2004, Illeris 2018).

Participants in the three remaining categories of narratives also underwent a process of developing new understandings regarding the role of teachers, which they had not previously considered before the Anti-ELAB movement. These newfound understandings encompassed various aspects, including the importance of nurturing students’ critical thinking skills, adopting appropriate attitudes and approaches when addressing political issues within educational settings, considering the workplace environment, and evaluating the alignment between personal beliefs and the nature of the teaching profession.

These findings provide support for Jarvis’s model, which offers a comprehensive explanation of the diverse process and outcomes that arise when participants are immersed in the same context (Fenwick 2010, Illeris 2018).

Ways of knowing

The findings of the present study highlight that the process of transformation encompasses cognitive, emotional, and self-identity aspects. Despite the absence of formal mechanisms to facilitate reflection within the context examined, participants were able to engage in a transformative process through exposure to social events, information disseminated through social media, news from journalists with varying political perspectives, and academic articles. These diverse sources provided participants with the necessary chances to deepen their understanding and modify their views and values.

The narratives shared by participants in the society- and person-centred categories were often accompanied by strong emotional responses and a heightened sense of self-identification with either Hong Kong or mainland China. The experiences recounted by participants within the context of the social movement evoked intense emotional reactions, with the majority of these responses being negative in nature.

Diversity in the outcomes of transformation

The present study revealed a spectrum of transformations, ranging from radical shifts in perspectives to instances where no transformation occurred. Regarding the outcomes of these transformations, some participants reported positive changes in their views and values. They acknowledged the importance of guiding students to think independently and make informed judgements, reflecting a deepened understanding of their role as educators. However, it is worth noting that some participants exhibited a complex attitude when characterising their transformation as positive. They expressed reservations and uncertainties, with some individuals stating that they would avoid pursuing a teaching career or reconsider their initial goal of becoming a teacher. This finding echoes with the questioning of the inherently positive nature of transformative learning put forth by Taylor and Cranton (2012). Their perspective challenges the conventional assumption within transformative learning theory that transformation is exclusively a process of positive growth. The present study’s findings provide empirical evidence that supports this critique.

Participants who shared witness-lens narratives in the study reported minimal changes in their thoughts and perspectives regarding education and the teaching profession. These individuals maintained a neutral or outsider perspective, choosing to distance themselves from the social events that they perceived as unrelated to their career development.

Future studies should explore the relationship between perspective-taking during individuals’ immersion in a social movement and the subsequent evolution and changes in their assumptions. Additionally, since the implementation of the National Security Law in June 2020, Hong Kong society, particularly the education sector, has witnessed rapid changes. Therefore, a follow-up study is warranted to investigate further shifts in the conceptions of pre-service teachers regarding the role of a teacher and to comprehend the enduring and sustainable effects of the social movement on their professional development. Rather than restricting on the context of social movement, further longitudinal studies should be conducted to explore how individual teachers learn and transform in response to evolving societal challenges over time. By tracking teachers’ professional development journeys and their adaptations to changing social contexts, these studies can provide valuable insights into the alignment between individual teachers’ growth and broader societal changes. Theoretical implications drawn from such studies can contribute to the development of temporal perspectives in explaining teachers’ professional development.

Differences between local and mainland Chinese participants

The findings of the present study revealed notable distinctions between the local participants and those from mainland China in terms of the two categories of narratives identified. The majority of local participants shared society-centred narrative accounts, whereas the majority of mainland participants presented person-centred narrative accounts. This divergence can be attributed to their differing lifeworld experiences prior to their involvement in the study.

The dynamics of youth civic engagement and political participation vary significantly between Hong Kong and mainland China. The implementation of the ad hoc principle of ‘One Country, Two Systems’ has given rise to distinct practices and procedures for individuals to voice their opinions, including legal demonstrations, particularly in Hong Kong. As a result, young adults in Hong Kong have become familiar with this system and frequently utilise it as a channel to engage with the government and express their views on social issues. In contrast, such practices of open political engagement and demonstration are not commonly observed in mainland China. Therefore, young adults in Hong Kong tend to have a macro-view while engaging with the government on social issues; those in mainland China are likely to prioritise individual concerns over broader social issues when engaging with the government.

When considering school curriculum, it is evident that Hong Kong and mainland China differ in their approaches to developing students’ understanding of society. In Hong Kong, a greater focus is placed on civic education, which aims to nurture students’ understanding of their rights, responsibilities, and active participation in society. This reflects a broader objective of fostering critical thinking, social awareness, and a sense of civic duty among students. Compared to Hong Kong, controversial topics related to politics are less prevalent in the curriculum, students are less likely exposed to a range of societal perspectives and potentially inhibiting critical thinking and open discourse.

These observations highlight the importance of considering teachers’ lifeworld experiences when examining their responses to similar societal challenges. Future studies can broaden the scope and explore critical incidents in teachers’ life histories to gain a comprehensive understanding of their professional trajectories. Exploring the contrasting contexts and educational systems in different regions can provide valuable insights into the distinct influences on teachers’ beliefs, values, and practices. Understanding these differences can inform teacher educators in developing tailored professional training programmes that address the specific needs and challenges faced by teachers from both Hong Kong and mainland China.

Implications on policy and practice

Since the implementation of the National Security Law in Hong Kong in June 2020, the government has exerted its influence over various aspects of education. Notably, there have been efforts to promote national security education, revise the Liberal Studies subject to Citizenship and Society, and introduce Chinese history as a mandatory subject in junior secondary education. However, the high teacher attrition rate (Legislative Council, news press, 11 May 2022) after the end of the social movement and the COVID-19 pandemic has pressured school management and education policymakers to develop strategies to maintain quality teachers as well as a positive environment in schools. In light of this context, the present study offers several suggestions pertaining to policy development and the implementation of new policies, because the findings of the present study shed light on the divergent perspectives among pre-service teachers, which likely mirror the experiences faced by in-service teachers in schools.

The current policies regarding the retention of the teacher workforce often prioritise individual benefits (Campbell 2023). At the same time, the government has implemented additional regulations aimed at fostering teachers’ loyalty in their daily professional practice. It is crucial for policymakers to review the coexistence of policies that may create conflicts by simultaneously promoting and constraining teachers’ professional development.

Furthermore, the present study alternatively revealed that teachers expressed concerns including the changing curriculum, the school environment, and shifting social and cultural values, rather than personal benefits. They expressed a genuine need for alternative spaces that would allow for open discussion, debates, and dialogue on these important issues and tasks. Previous research has explored the role of teacher unions (Buyruk 2021) and research-practice networks (Appleby and Hillier 2012) as structures that support teachers by creating a risk-free environment where they can exercise their professional agency. The government should consider providing space and support for the development of networks, unions, and societies that enable teachers to share their concerns and engage in discussions regarding strategies to address issues. Policy support is crucial in establishing such support systems and encouraging teachers to become critical professionals.

In practice, the aftermath of the Anti-ELAB movement has resulted in the formation of an ‘invisible wall’ that hinders the establishment of common ground regarding policy implementation. This division makes it crucial to foster dialogue and build consensus among teachers within their respective school contexts. Schools can serve as a middle ground (Thrupp 2018) for professional learning, bridging the gap between government-imposed practices and isolated individual practices. For instance, to encourage professional learning and collaboration, working groups may be formed within schools to provide spaces for teachers to engage in dialogue with colleagues, share their experiences, and exchange views in a non-threatening atmosphere. This approach allows for the expression of diverse ideas and encourages constructive disagreement (Appleby and Hillier 2012). By creating a supportive and inclusive environment where teachers can freely express their views and concerns, schools can help resolve teachers’ concerns and improve their commitment to their profession.

Conclusion

While this study successfully achieved its objectives, there are certain limitations that should be acknowledged, potentially affecting the generalisability of the research findings. One notable limitation pertains to the need for a more diverse range of participants, including local active opponents who strongly support the government, as well as active participants from mainland China who strongly support the protestors. It is possible that these pre-service teachers may have reservations or concerns about participating in the present study, which could have influenced the data collected.

Furthermore, it is important to highlight that all the mainland participants who provided person-centred narratives in this study were female students. It is unclear whether this gender imbalance is indicative of a broader trend or specific to the sample used in this study. Future research should aim to explore whether female and male pre-service teachers demonstrate differences in their propensity to present such narrative accounts.

In summary, the present study utilised Jarvis’s model to investigate how pre-service teachers from Hong Kong and mainland China narrated their experiences during the Anti-ELAB movement. Through data analysis, four distinct categories of narratives emerged: society-centred, person-centred, relation-centred, and witness-lens narrative accounts. Notably, significant differences were observed between the Hong Kong local and mainland Chinese participants, particularly in the first two narrative categories. These differences can be attributed to their distinct lifeworld experiences and self-identification. The findings of this study underscore the significance of emotions and identity in the process of transformative learning. It highlights that transformation does not necessarily follow a linear path of positive growth. Future research should consider employing a narrative approach and longitudinal design to examine the process and outcomes of teacher transformation more comprehensively.

Ethical statement

The present study has obtained approval from the Human Research Ethics Committee of the Education University of Hong Kong (reference number: 2019–2020–0214). The author would like to thank the participating students for their kind support.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The work was supported by the Policy Innovation and Co-ordination Office of the Hong Kong Special Administrative Region Government [Public Policy Research Funding Scheme [Project Number: SR2020.A5.016].

Annex I.

Writing Prompt

Please recall one or two experiences or critical incidents which are related to the Hong Kong social movement since June 2019. With these one or two experiences, you think deeply about your views on what kind of career you will pursue in the future.

Overall speaking, before this experience, you may have started thinking about related issues, but after this incident (event), you have changed your understanding of your future career development.

When you experienced these experiences, you may be filled with various emotions and feelings, either negative, positive, or both. When you think about the experiences again, you will see them an opportunity to know yourself.

Writing requirement:

Please describe one or two of the experiences, and explain what and how you have changed through these experiences, such as your consideration of future career development. Write about 500 words.

Annex II. Main Interview Questions

Table

1.	Since June 2019, there has been a large-scale social movement in Hong Kong (if necessary, explain Anti-Extradition Law Amendment Bill Movement), what was your related experience in the process?
2.	A lot has happened since June 2019, and you also mentioned one or two key events in your narrative writing. So, can you tell me in chronological order, and since June 2019, have there been any important/impressive/high-impact experiences and events that have influenced your perception of your future career (such as allowing you to change your past perspective, making you start thinking deeply about issues related to your career, or making you more determined about your career direction)?
3.	In the narrative writing, you already mentioned that ***, this incident has a great impact on your career, can you explain it in detail?
4.	What was your understanding of your career development when the Anti-Extradition Law Amendment Bill Movement started on or before June 2019? Has it always been this way before?
5.	What do you think of your future career now? (Career direction? An identity with a certain profession?)
6.	To what extent do you think your career direction will change in the future? why?