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Article: Tensions and complexities in school-university collaboration

TitleTensions and complexities in school-university collaboration
Authors
Keywordsteacher professional development
school-university collaboration
online communication
discursive construction
collaborative action research
Issue Date2015
Citation
Asia Pacific Journal of Education, 2015, v. 35 n. 1, p. 111-124 How to Cite?
AbstractThis study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are discussed. © 2014 © 2014 National Institute of Education, Singapore.
Persistent Identifierhttp://hdl.handle.net/10722/213406
ISSN
2015 Impact Factor: 0.531
2015 SCImago Journal Rankings: 0.370

 

DC FieldValueLanguage
dc.contributor.authorChan, Cheri-
dc.date.accessioned2015-07-28T04:07:10Z-
dc.date.available2015-07-28T04:07:10Z-
dc.date.issued2015-
dc.identifier.citationAsia Pacific Journal of Education, 2015, v. 35 n. 1, p. 111-124-
dc.identifier.issn0218-8791-
dc.identifier.issn0218-8791-
dc.identifier.urihttp://hdl.handle.net/10722/213406-
dc.description.abstractThis study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are discussed. © 2014 © 2014 National Institute of Education, Singapore.-
dc.languageeng-
dc.relation.ispartofAsia Pacific Journal of Education-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Asia Pacific Journal of Education on 22 Apr 2014, available online at: http://www.tandfonline.com/doi/abs/10.1080/02188791.2014.906386-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectteacher professional development-
dc.subjectschool-university collaboration-
dc.subjectonline communication-
dc.subjectdiscursive construction-
dc.subjectcollaborative action research-
dc.titleTensions and complexities in school-university collaboration-
dc.typeArticle-
dc.description.naturepostprint-
dc.identifier.doi10.1080/02188791.2014.906386-
dc.identifier.scopuseid_2-s2.0-84937969874-
dc.identifier.hkuros217981-

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