SPRINGER BRIEFS IN EDUC ATION 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 vii Contents Introduction: School–University Partnerships for Teacher Education Introduction Unpacking the Discourse of Collaboration My Experiences of Collaboration The Case Study Data Collection The Research Principles Organisation of the Book References 1 10 11 Interrogating Collaboration: Discourse and Practice Introduction Exploring the ‘Tropes’ of Collaboration Interrogating Collaboration in Hong Kong CAR Case Study Exploring Collaboration as Discourse Exploring the Construction of Beliefs in Collaboration in Chap Exploring the Negotiation of Interpersonal Relationships in Collaboration in Chap Exploring the Construction of Identities in Collaboration in Chap Summary References 13 13 14 15 17 21 21 22 23 23 Genealogy of Collaboration Introduction Etymology of Collaboration Deconstructing Collaboration in Teacher Education Discourses Trope 1: Collaboration for Educational Change Trope 2: Collaboration for Emancipation Trope 3: Collaboration for Community Partnership 25 25 26 29 31 33 35 ix x Contents Collaboration: Key Themes in Teacher Education Research Examining Collaboration as Professional Collegiality Examining Collaboration Through a Critical Lens Deconstructing Collaboration in Hong Kong’s CPD Policy Discourses Summary References 38 38 40 42 46 47 Negotiating Beliefs and Practices in School–University Collaboration Introduction Teachers’ Beliefs About Assessment Reform and Collaboration How Teachers Enacted the Reform Policy Discourse How the Teachers Enacted Collaboration with the University Discussion How the Researchers Enacted Collaboration with the School Teachers Beliefs About Collaboration with Teachers Discussion Summary References Negotiating Interpersonal Relations in School–University Collaboration Introduction Examining Interpersonal Relations in CAR How the University Facilitators Negotiated Social Relations in CAR Emails How Teachers Negotiated Social Relations in CAR Emails Teachers and Facilitators Negotiating Social Relations for the Action Research Conference Negotiating Intra-University Collaborative Relations Discussion Summary References Negotiating Identities in School–University Collaboration Introduction Negotiating the Teacher–Researcher’s Identities in CAR Negotiating the Facilitator’s Identities in the CAR Project Discussion Summary References 51 51 53 54 57 60 61 61 65 66 67 69 69 70 72 76 78 80 83 85 86 87 87 89 91 94 96 97 Contents The Politics of Collaboration: Implications for Teacher Education in Contemporary Contexts Introduction Looking Back: Summary of the Issues in Chaps 4–6 Key Findings Tensions and Complexities in Negotiating Collaboration Beliefs About Collaboration Beliefs About Professional Development Negotiating Power Relations in CAR Negotiating Identities in CAR Summary of the Key Findings The Implications of the Study School–University Collaboration as a Practice for Professional Development in Hong Kong Implications for Policy and Practice Implications for Further Research Concluding Remarks References xi 99 99 100 102 102 103 104 105 108 109 112 113 115 117 118 120 Index 123 ... teacher Carol, English language teacher Cheri is a teacher educator who works in the Faculty of Education in a university in Hong Kong Prior to joining the Faculty in 2006, she worked as an English. .. to examine how different contemporary understandings of collaboration © The Author(s) 2016 C Chan, School- University Partnerships in English Language Teacher Education, SpringerBriefs in Education, ... building Introduction: School? ? ?University Partnerships for Teacher … school? ? ?university collaborative action research project (CAR project hereafter) in English language education set during a