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.
| Original language | English |
|---|---|
| Pages (from-to) | 1609-1618 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 26 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - Nov 2010 |
| Externally published | Yes |
Keywords
- Discourse analysis
- School-university partnership
- Teacher identity
ASJC Scopus subject areas
- Education