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Cited by 12Teacher Education and Leadership StudiesAdult and Continuing Education TopicsEvaluation of Teaching Practices

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Teacher professional development through a school-university partnership. What role does teacher identity play?

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Trent, John·2012·Australian Journal of Teacher Education
DOI 10.14221/ajte.2012v37n7.2
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Abstract

This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the teacher’s professional development experiences in terms of their negotiation of membership within and across multiple communities. Results suggest that the teachers’ experienced professional development through partnership partly as identity conflict, as they negotiated recognition of the competencies they associated with the partnership within the different communities of teachers in which they participated. It is argued that such identity conflict can inhibit the opportunities for professional development that partnerships potentially offer teacher and schools and that a critical understanding of the contribution of partnerships to the professional development of teachers and other stakeholders within and beyond the partnership is necessary.

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Research works printed but not linked: 24

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Metadata

Authors
Trent, J.
Affiliations
Education University of Hong Kong (HK)
Corresponding author
Trent, John
ORCID
Trent, John
Venue
Australian Journal of Teacher Education
Publisher
Edith Cowan University
Published
2012-07-01
Volume
37
Issue
7
ISSN
  • 0313-5373 (ISSN-L)
  • 1835-517X
DOI
10.14221/ajte.2012v37n7.2
OpenAlex
W2103988880
Cited by
12
References
4
Citations by year
2024: 3 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 4
FWCI
0.00
Type
journal article
Language
en
Open access
Locations
  • The Australian journal of teacher education (publishedVersion)
  • Australasian Journal of Paramedicine (submittedVersion)
  • Hong Kong Education Bibliographic Database (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Adult and Continuing Education Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
teacher professional development, university-school partnership, teacher identity, identity conflict, high school English teachers, Hong Kong

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