title: Initial teacher education and the development of teacher identity

authors: Cobb, Donella J.

subjects: Associate teacher

abstract: Teacher identity is recognized as an important factor in teacher quality. Research indicates that teacher identity influences teachers’ resilience, efficacy, motivation, commitment, and job satisfaction (Day 2018). However, widespread interest in the field of teacher identity has also revealed the importance of developing teacher identity prior to entry into the teaching profession. Pre-service teachers who develop teacher identity during their teacher preparation program actively strengthen their pedagogical content knowledge, develop an early understanding of the teachers roles and responsibilities, build positive relationships with students and colleagues, and are motivated to enhance their teaching practice (Cobb et al. 2018; Harlow and Cobb 2014). Furthermore, teacher identity is also believed to be a key factor in supporting pre-service teachers’ transition into the teaching profession. Given these benefits, the past decade has seen an explosion of interest in understanding identity development, particularly in pre-service teachers. This entry explores how teacher identity is developed in pre-service teachers and considers the role that Initial Teacher Education (ITE) plays in supporting this identity development.

text: Initial teacher education and the development of teacher identity Teacher identity is recognized as an important factor in teacher quality. Research indicates that teacher identity influences teachers’ resilience, efficacy, motivation, commitment, and job satisfaction (Day 2018). However, widespread interest in the field of teacher identity has also revealed the importance of developing teacher identity prior to entry into the teaching profession. Pre-service teachers who develop teacher identity during their teacher preparation program actively strengthen their pedagogical content knowledge, develop an early understanding of the teachers roles and responsibilities, build positive relationships with students and colleagues, and are motivated to enhance their teaching practice (Cobb et al. 2018; Harlow and Cobb 2014). Furthermore, teacher identity is also believed to be a key factor in supporting pre-service teachers’ transition into the teaching profession. Given these benefits, the past decade has seen an explosion of interest in understanding identity development, particularly in pre-service teachers. This entry explores how teacher identity is developed in pre-service teachers and considers the role that Initial Teacher Education (ITE) plays in supporting this identity development.

year: 2020

title: Asset-seeking investment by Chinese multinationals: Firm ownership, location,and entry mode

authors: Liu, Jie

subjects: outward foreign direct investment

abstract: Chinese outward foreign direct investment (FDI), although still emergent, is rapidly growing, widely dispersed amongst host locations, and increasingly driven by asset-seeking motives. However, characteristics of Chinese Multinational Enterprises (MNEs) differ considerably – not only from counterparts in the West, but also within China’s institutional environment. Drawing on a survey of Chinese MNEs, the paper investigates differences in asset-exploratory behaviour by location and ownership. The results reveal Chinese MNEs are motivated to invest in specific locations for asset exploration: strategic assets in North America, relational assets in Asia, and natural assets in Latin American and Australasia. State-owned enterprises are more likely to possess experiential advantages and to invest for strategic asset-seeking motives, whereas non-state-owned enterprises invest to seek relational assets. Chinese MNEs with advantages relating to technology and experience are more likely to employ full-control modes of entry than those with advantages relating to guanxi. Implications for policy and practice are discussed.

text: Asset-seeking investment by Chinese multinationals: Firm ownership, location,and entry mode Chinese outward foreign direct investment (FDI), although still emergent, is rapidly growing, widely dispersed amongst host locations, and increasingly driven by asset-seeking motives. However, characteristics of Chinese Multinational Enterprises (MNEs) differ considerably – not only from counterparts in the West, but also within China’s institutional environment. Drawing on a survey of Chinese MNEs, the paper investigates differences in asset-exploratory behaviour by location and ownership. The results reveal Chinese MNEs are motivated to invest in specific locations for asset exploration: strategic assets in North America, relational assets in Asia, and natural assets in Latin American and Australasia. State-owned enterprises are more likely to possess experiential advantages and to invest for strategic asset-seeking motives, whereas non-state-owned enterprises invest to seek relational assets. Chinese MNEs with advantages relating to technology and experience are more likely to employ full-control modes of entry than those with advantages relating to guanxi. Implications for policy and practice are discussed.

year: 2011

title: Maori women and research: Researching ourselves

authors: Te Awekotuku, Ngahuia

subjects: Maori

abstract: This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

text: Maori women and research: Researching ourselves This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

year: 1999