Teacher identity construction across the curriculum: promoting cross-curriculum collaboration in English-medium schools

Teacher identity construction across the curriculum: promoting cross-curriculum collaboration in English-medium schools

• Trent, John Dept. of English, Hong Kong Institute of Education

Asia Pacific Journal of Education, 30(2), 167-183, 2010

Routledge

2010

• G 課程與教學:個別教學範疇
  • GB 英文
• G 課程與教學:個別教學範疇
  • GJ 跨課程科目

Teacher Identity Teacher Collaboration Discourse Analysis Education & Educational Research

• Hong Kong

• 1997.7 onwards

• 中學教育

This article reports on a qualitative study that explored the prospects for the promotion of collaborative relationships between English as a Second Language (ESL) and content teachers in Hong Kong. At the time of the study, the eight participants, four content teachers and four ESL teachers, were all teaching in English-medium secondary schools in Hong Kong. The study drew upon interview data to examine how the participants' construction of teacher identities can shape possibilities for collaboration between ESL and content teachers. The paper begins by discussing some of the key issues in promoting collaboration between content and ESL teachers, then draws upon the works of Wenger and Fairclough to describe a framework for understanding the construction of teacher identity in practice and in discourse. The framework is applied to reveal the major challenges facing the promotion of collaboration between content and ESL teachers. Implications for institutional change that might promote these collaborative relations are also discussed.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188791003721622]

• 英文

期刊論文

• 02188791

• 10.1080/02188791003721622

https://bibliography.lib.eduhk.hk/tc/bibs/d0f0bad0

2010-11-28