The situated professional: Preservice teachers' profiling of globally competent teachers and visions of their ‘possible professional self’

Abstract

In response to globalisation, teacher education programmes worldwide are tasked with preparing globally competent teachers (GCTs). Prevailing conceptions of global competence are largely derived from Western‐centric humanistic, neoliberal and transformative narratives, creating a complex landscape for teacher identity formation. This study investigates how preservice teachers in Hong Kong, a context characterised by its unique positioning of ‘integrating nationally while engaging globally’ and a high‐stakes exam‐oriented culture, profile GCTs and envision their own ‘possible professional selves’ as GCTs. Drawing on semi‐structured interviews with 18 Bachelor of Education students, the findings reveal that preservice teachers construct a hybrid and situated professional identity. They profile the GCT not as adhering to a single narrative but as a synthesis of the competing narratives. While their visions are predominantly shaped by humanistic and neoliberal narratives, limited elements of a transformative stance also emerge in concerns for educational equity. Moreover, the GCT is profiled and envisioned as a situated professional who actively synthesises global discourses with local and national imperatives, thereby challenging the Western‐centric assumption that global competence necessitates transcending the local. Crucially, the study identifies significant perceived challenges of realising the envisioned professional selves as GCTs among participants, primarily due to the constraining effects of an exam‐oriented school culture, low self‐efficacy in global competence and an unequal educational landscape. The paper concludes by discussing theoretical implications for conceptualising a situated GCT identity and offering practical recommendations for teacher education programmes, educational policymakers and leaders.