Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong

References

• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.
   Google Scholar
• Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1–6.
   Web of Science ®Google Scholar
• Billett, S. (2001). Learning through work: Workplace affordances and individual engagement. Journal of Workplace Learning, 13(5), 209–214.
   Google Scholar
• Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39, 370–380.
   Web of Science ®Google Scholar
• Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (revised ed.). Albany, NY: State University of New York Press.
   Google Scholar
• Britzman, D. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany, NY: State University of New York Press.
   Google Scholar
• Brownlee, J. (2004). Teacher education students’ epistemological beliefs: Developing a relational model of teaching. Research in Education, 72, 1–17.
   Google Scholar
• Brownlee, J., Edwards, A., Berthelsen, D., & Boulton-Lewis, G. (2011). Self-authorship in child care student teachers: Is there a link between beliefs and practice? In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 68–83). New York: Routledge.
   Google Scholar
• Brownlee, J., Syu, J. J., Mascadri, J., Cobb-Moore, C., Walker, S., Johansson, E., … Ailwood, J. (2012). Teachers’ and children’s personal epistemologies for moral education: Case studies in early years elementary education. Teaching and Teacher Education, 28, 440–450.
   Web of Science ®Google Scholar
• Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387–402.
   Google Scholar
• Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.
   Google Scholar
• Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298.
   Google Scholar
• Chan, K.-W. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36–50.
   Google Scholar
• Cheng, M., Chan, K.-W., Tang, S., & Cheng, A. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25, 319–327.
   Web of Science ®Google Scholar
• Creswell, J. W. (2012). Education research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.
   Google Scholar
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103, 1013–1055.
   Web of Science ®Google Scholar
• Harfitt, G. (2015). From attrition to retention: A narrative inquiry of why beginning teachers leave and then rejoin the profession. Asia-Pacific Journal of Teacher Education, 43(1), 22–35.
   Web of Science ®Google Scholar
• Hashweh, M. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47–63.
   Web of Science ®Google Scholar
• Hollingsworth, S. (1989). Prior beliefs and cognitive change in learning to teach. American Educational Research Journal, 29(2), 325–349.
   Google Scholar
• Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325–349.
   Web of Science ®Google Scholar
• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27, 65–90.
   Web of Science ®Google Scholar
• Kang, N. (2008). Learning to teaching science: Personal epistemology, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478–498.
   Web of Science ®Google Scholar
• Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. CA: Jossey-Bass.
   Google Scholar
• Orr, K. (2012). Coping, confidence and alienation: The early experience of trainee teachers in English further education. Journal of Education for Teaching, 38(1), 51–65.
   Web of Science ®Google Scholar
• Roth, G., & Weinstock, M. (2013). Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation and Emotion, 37(3), 402–412.
   Web of Science ®Google Scholar
• Saunders, J. M., & Ash, G. E. (2013). Entering the arena: The figured words transitions of preservice teachers. Journal of Adolescent & Adult Literacy, 56(6), 490–499.
   Web of Science ®Google Scholar
• Schaefer, L. (2013). Beginning teacher attrition: A question of identity making and identity shifting. Teachers and Teaching, 19(3), 260–274.
   Web of Science ®Google Scholar
• Schaefer, L., & Clandinin, D. J. (2011). Stories of sustaining: A narrative inquiry into the experiences of two beginning teachers. Learning Landscapes, 4(2), 275–295.
   Google Scholar
• Schaefer, L., & Clandinin, D. J. (2019). Sustaining teachers’ stories to live by: Implications for teacher education. Teachers and Teaching, 25(1), 54–68.
   Web of Science ®Google Scholar
• Schaefer, L., Downey, C. A., & Clandinin, D. J. (2014). Shifting from stories to live by to stories to leave by: Early career teacher attrition. Teacher Education Quarterly, 41(1), 9–27.
   Google Scholar
• Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153–168.
   Web of Science ®Google Scholar
• Trent, J. (2017). Discourse, agency, and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education, 32(1), 84–105.
   Web of Science ®Google Scholar
• Trent, J. (2019). Why some graduating teachers choose not to teach: Teacher attrition and the discourse-practice gap in becoming a teacher. Asia-Pacific Journal of Teacher Education, 47(5), 554–570.
   Web of Science ®Google Scholar
• Tsai, -C.-C. (2003). Taiwanese science students’ and teachers’ perceptions of the laboratory learning environments: Exploring epistemological gaps. International Journal of Science Education, 25(7), 847–860.
   Web of Science ®Google Scholar
• Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21–44.
   Google Scholar
• Yadav, A., & Koehler, M. (2007). The role of epistemological beliefs in preservice teachers’ interpretation of video cases of early-grade literacy instruction. Journal of Technology and Teacher Education, 15(3), 335–361.
   Google Scholar
• Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1–12.
   Web of Science ®Google Scholar