Can we [not] challenge power? Ethical dilemmas experienced by teacher candidates in secondary education practicum in urban China
Dados Bibliográficos
| ID | 21694694 |
|---|---|
| Autores | Qian Zhang (0009-0004-3866-2007, Guangdong University of Foreign Studies), Jianjin Liu (0000-0002-9658-0227, Guangdong University of Foreign Studies, autor correspondente) |
| Ano | 2025 |
| Volume | 53 |
| Fascículo | 5 |
| Páginas | 558-579 |
| Data de publicação | 2025-10-20 |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Asia-Pacific Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1359-866X • E-ISSN: 1469-2945 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1359866x.2025.2562581 |
| OpenAlex | W4414281869 |
| Idioma | EN |
| Referências citadas | 53 |
The hierarchical structure and complex relationships inherent in the teaching practicum often place teacher candidates (TCs) in challenging positions. This paper utilises Honig’s concept of dilemmatic space to explore the ethical dilemmas faced by TCs during their secondary education practicum in urban China. A total of 94 TCs (77 females, Mage = 21.5) from a university in southern urban China participated in this study. They were invited to write instant journals, guided by specific prompts, throughout their teaching practicum. Additionally, 18 of these TCs were interviewed during the practicum. In total, 396 instant journals detailing dilemma stories and 40 interviews conducted during the practicum were collected. The findings indicate that TCs encountered a range of ethical dilemmas, primarily centred around the theme of “power relations.” From this main theme, four sub-themes emerged: TCs viewed themselves as powerless educators, thankless labourers, invisible competitors, and awkward coordinators. The findings indicate that it is imperative to dismantle power asymmetries through structural reforms of the practicum system and enhance the rationality of the assessment system for TCs’ performance during their practicum. It also necessitates a collaboration among various stakeholders to better address TCs’ dilemmas during practicum
China · Curriculum · Practicum · Qualitative research · Secondary education · Global Education and Multiculturalism
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Crossing institutional borders
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Collaborative inquiry in teacher professional development
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Using thematic analysis in psychology
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Face
| Altamente citado | Não |
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