Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374389 | Teaching and Teacher Education | 2010 | 10 Pages |
Abstract
This article reports on a qualitative case study that explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships in Hong Kong. Drawing upon theories of identity construction and using in-depth interviews, the case studies highlight how teacher identity formation shaped and was shaped by participation in a school–university partnership. Implications for developing a critical perspective on school–university partnerships and for future research are discussed.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
John Trent, Jenny Lim,