Abstract
This chapter examines how the teacher educators, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the chapter problematises how the facilitators and teachers negotiated and managed identities whilst engaged in a collaborative action research project. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the chapter lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate.
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Acknowledgments
The author would like to acknowledge and thank Professor Matthew Clarke, who co-authored the original version of this paper, which was published in the Asia-Pacific Journal of Teacher Education in 2014. Full permission has been granted by Prof. Clarke to publish a modified version of our joint paper as this chapter in this book.
This chapter is adapted from this paper:
Chan, C and Clarke, M (2014). The Politics of Collaboration : Discourse, identities and power in a school–university partnership in Hong Kong. Asia-Pacific Journal of Teacher Education. Vol 42 (3) pp. 291–304.
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Chan, C. (2016). Negotiating Identities in School–University Collaboration. In: School-University Partnerships in English Language Teacher Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-32619-1_6
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