School-University Partnerships in English Language Teacher Education
This book addresses the complex issues that arise in school-university collaborative action research projects. Employing sociocultural perspectives on examining professional practices of in-service teachers, it examines the complexities of negotiating bel
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Cheri Chan
School-University Partnerships in English Language Teacher Education Tensions, Complexities, and the Politics of Collaboration 123
SpringerBriefs in Education
More information about this series at http://www.springer.com/series/8914
Cheri Chan
School-University Partnerships in English Language Teacher Education Tensions, Complexities, and the Politics of Collaboration
123
Cheri Chan Faculty of Education University of Hong Kong Hong Kong Hong Kong
ISSN 2211-1921 SpringerBriefs in Education ISBN 978-3-319-32617-7 DOI 10.1007/978-3-319-32619-1
ISSN 2211-193X (electronic) ISBN 978-3-319-32619-1
(eBook)
Library of Congress Control Number: 2016937951 © The Author(s) 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG Switzerland
For Ian
Acknowledgements
I would like to express my heartfelt thanks to my doctoral supervisors, Profs. Chris Davison and Matthew Clarke, both gave me invaluable advice, encouragement and much needed motivation throughout the writing of my thesis from 2006 to 2010. My decision to explore the topic of school–university collaboration was partly inspired by my participation in the project, Aligning Assessment with Curriculum Reform in Junior Secondary English Language Teaching, led by Profs. Chris Davison and Liz Hamp-Lyons, both were working at the Faculty of Education of the University of Hong Kong at the time of the study. I am most fortunate to have benefited from the collaboration with my colleagues in the research team and the English language teachers who participated in the project. Finally, I would like to thank my husband Ian, as well as my family and friends who have given me so much encouragement in various ways during the writing of this book.
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Contents
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Introduction: School–University Partnerships for Teacher Education . . . . . . . . . . . . . . . . . Introduct
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