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Article: The politics of collaboration: Discourse, identities, and power in a school-university partnership in Hong Kong

TitleThe politics of collaboration: Discourse, identities, and power in a school-university partnership in Hong Kong
Authors
Keywordsidentities
school-university partnership
collaborative action research
continuing professional development practices
critical discourse analysis
Issue Date2014
Citation
Asia-Pacific Journal of Teacher Education, 2014, v. 42, n. 3, p. 291-304 How to Cite?
AbstractThis article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed. © 2014 Australian Teacher Education Association.
Persistent Identifierhttp://hdl.handle.net/10722/213416
ISSN
2015 Impact Factor: 0.667
2015 SCImago Journal Rankings: 0.587

 

DC FieldValueLanguage
dc.contributor.authorChan, Cheri-
dc.contributor.authorClarke, Matthew-
dc.date.accessioned2015-07-28T04:07:12Z-
dc.date.available2015-07-28T04:07:12Z-
dc.date.issued2014-
dc.identifier.citationAsia-Pacific Journal of Teacher Education, 2014, v. 42, n. 3, p. 291-304-
dc.identifier.issn1359-866X-
dc.identifier.urihttp://hdl.handle.net/10722/213416-
dc.description.abstractThis article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. Data were collected from semi-structured interviews. Critical discourse analysis was used to examine the textual data. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate. The article suggests that collaboration has to be understood within broader sociocultural contexts to identify the interplay of forces that shape relations, identities, and practices constructed. © 2014 Australian Teacher Education Association.-
dc.languageeng-
dc.relation.ispartofAsia-Pacific Journal of Teacher Education-
dc.subjectidentities-
dc.subjectschool-university partnership-
dc.subjectcollaborative action research-
dc.subjectcontinuing professional development practices-
dc.subjectcritical discourse analysis-
dc.titleThe politics of collaboration: Discourse, identities, and power in a school-university partnership in Hong Kong-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1359866X.2014.902425-
dc.identifier.scopuseid_2-s2.0-84903713351-
dc.identifier.hkuros236729-
dc.identifier.volume42-
dc.identifier.issue3-
dc.identifier.spage291-
dc.identifier.epage304-
dc.identifier.eissn1469-2945-

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