Abstract
This study explores two novice nontraditional teacher educators’ identity (re)construction in different universities in Hong Kong. Drawing on data from in-depth interviews, field observation, and informal communication, the findings demonstrate how the two novice teacher educators, without formal school teaching experience, underwent different identity change trajectories (i.e., from identity conflicts to identity deficits and vice versa), influenced by their personal beliefs and aspirations as well as contextual demands in higher education. The findings provide insights into the under-researched area of nontraditional teacher educators’ professional development and offer useful implications on how to prepare and develop effective and committed teacher educators in Hong Kong and similar educational contexts where teacher education is mainly housed in higher education institutions.
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