Abstract
This introductory chapter provides a contextual background to school–university collaboration and presents the core themes to be explored in this book. More specifically, the overarching themes and current debates concerning the practices of collaboration and school–university partnership for the professional development of teachers will be introduced, including how professional collaboration is presented in contemporary teacher education discourses and policy documents. I will also state precisely how this book contributes to the extending current conceptualisations of collaboration in teacher education research. In the second part of this chapter, I will introduce the Hong Kong school–university partnership case study and provide a rationale for adopting social and critical theoretical framework to examine the tensions and complexities in collaboration. This chapter also serves as a brief introduction to the genealogy of collaboration in Chap. 2.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
ACTEQ. (2003). Towards a learning profession. Hong Kong: HKSAR Government Publication.
Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, (18), 215–228.
Bourke, T., Lidstone, J., & Ryan, M. (2013). Teachers performing professionalism. A foucauldian archaeology. SAGE Open.
COTAP. (2015). Odyssey to excellence. HKSAR: HKSAR Retrieved from http://cotap.hk/download/progress_report/eng/pdf/cotap_progress_report_2015-en.pdf.
Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: Discourses in the politics and purposes of continuing professional development. In C. Day & J. Sachs (Eds.), International handbook on the continuing professional development of teachers. Maidenhead: Open University Press.
Dewey, J. (1910). How we think. Boston: D C Heath and Co Publishers.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. Harlow: Longman.
Fairclough, N. (2003). Analysing discourse. Abingdon: Routledge.
Foucault, M. (1971). Nietzsche, genealogy, history. In P. Rabinow (Ed.), The Foucault reader. London: Penguin.
Foucault, M. (1972). The archaeology of knowledge (S. Smith, Trans.). London: Tavistock.
Foucault, M. (1978). The will to knowledge. London: Penguin.
Foucault, M. (1991). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). London: Penguin.
Gee, J. P. (2005). An introduction to discourse analysis: Theory and method. New York: Routledge.
Gregory, D. (2004). The colonial present. Oxford: Blackwell Publishing.
Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P., & Ronnerman, K. (2013). Facilitating practitioner research: Developing transformational partnerships. London: Routledge.
HKEAA. (2007). Introduction to the school-based assessment component. Hong Kong: HKSAR.
Locke, L. (2004). Critical discourse analysis. London: Continuum.
Mills, S. (1997). Discourse. London: Routledge.
Mills, S. (2003). Michel Foucault. London: Routledge.
Popkewitz, T. S., & Brennan, M. (Eds.). (1998). Foucault’s challenge: Discourse, knowledge, and power in education. New York: Teachers College Press.
Tinker-Sachs, G. (Ed.). (2002). Action research in English language teaching. Hong Kong: City University Press.
Walshaw, M. (2007). Working with Foucault in education. Rotterdam: Sense Publishers.
Wang, Q., & Mu, H. (2013). The roles of university researchers in a university-school collaborative action research project—A Chinese experience. Multidisciplinary Journal of Educational Research, 3(2), 101–129.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Chan, C. (2016). Introduction: School–University Partnerships for Teacher Education. In: School-University Partnerships in English Language Teacher Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32619-1_1
Download citation
DOI: https://doi.org/10.1007/978-3-319-32619-1_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-32617-7
Online ISBN: 978-3-319-32619-1
eBook Packages: EducationEducation (R0)