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Teacher Professional Development Through A School-University Partnership. What Role Does Teacher Identity Play?, John Trent
Australian Journal of Teacher Education
This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the teacher’s professional development experiences in terms of their negotiation of membership within and across multiple communities. Results suggest that the teachers’ experienced professional development through partnership partly as identity conflict, as they negotiated recognition of the competencies they associated with the partnership within the different communities of teachers in which …