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. Copyright © 2010 Elsevier.
|Journal||Teaching and Teacher Education|
|Publication status||Published - Nov 2010|
CitationTrent, J., & Lim, J. (2010). Teacher identity construction in school-university partnerships: Discourse and practice. Teaching and Teacher Education, 26(8), 1609-1618.
- School-university partnership
- Teacher identity
- Discourse analysis