Identity Grafting: Pedagogical Identities Underpinning Teaching Practices across Five Chinese Cities
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| Title: | Identity Grafting: Pedagogical Identities Underpinning Teaching Practices across Five Chinese Cities |
|---|---|
| Language: | English |
| Authors: | Daphnee Hui Lin Lee (ORCID |
| Source: | Professional Development in Education. 2025 51(4):603-624. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Professional Identity, Teacher Attitudes, Teaching Methods, Cross Cultural Studies, Teacher Effectiveness, Instructional Effectiveness, Teaching Styles, Classroom Techniques, Student Diversity, Comparative Analysis, Urban Areas, Faculty Development, Foreign Countries, Teacher Surveys |
| Geographic Terms: | Singapore, China (Shanghai), Taiwan (Taipei), Hong Kong, Macau |
| DOI: | 10.1080/19415257.2022.2155986 |
| ISSN: | 1941-5257 1941-5265 |
| Abstract: | This paper examines teaching practices prevailing across five cities (Hong Kong, Macau, Shanghai, Singapore and Taipei) for the underpinning pedagogical identities that inform practice ("identity grafting"). The study adopts innovative approaches via OECD teacher surveys to identify relationships between pedagogical identities (highly effective, outcome-centred, discipline-centred, diversity-centred and lowly effective) and teaching effectiveness in implementing pedagogically informed practice (instructional: learning-focused and assessments; classroom management: motivational, discipline and diversity). An original concept of identity grafting is employed to highlight which pedagogical identities best support teaching effectiveness (blending, integrating, reversing and repressing). Cluster analysis rigorously compares teachers' pedagogical identities, teaching effectiveness and identity grafts in all five cities. Shanghai and Singapore have the largest segments of highly effective teachers within the local teacher population. However, Singapore likewise has the largest segment of lowly effective teachers among the cities, and Shanghai teachers are overall less likely to value diversity management than teachers in other cities. Across the cities, teachers who implement diverse practices by blending or integrating, and, to some extent, reversing pedagogical identities, have more effectiveness than those who repress their identities. The results provide globally significant insights into targeted professional development for different teacher segments within and between contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477704 |
| Database: | ERIC |
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