Tensions and complexities in school-university collaboration

Tensions and complexities in school-university collaboration

• Chan, Cheri Faculty of Education, University of Hong Kong

Asia Pacific Journal of Education, 1-14, 2014

Routledge

2014

• D 課程
  • DF 專上教育課程
• Q 教育體系與各級學校
  • QJ 個別教育機構、院校、研究機構等，如各大學
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBA 教學目標、課程及評鑑

School-university Collaboration Collaborative Action Research Teacher Professional Development Discursive Construction Online Communication

• Hong Kong

• 1997.7 onwards

• 專上教育

This study, conducted over a one-year period, examined the collaboration practices in a large-scale school-university capacity-building collaborative action research project that was designed to help English language teachers develop the skills needed to deal with the reforms to assessment practices in Hong Kong's school curriculum. The study theorized collaboration as a complex construction that must be understood in the context of the prevailing ideologies shaping professional development practices for teachers. Online data generated from the collaborative action research project were analysed to explore the discursive construction of interpersonal relationships. Critical discourse analysis was used to examine the discursive strategies that were used in the emails of two university researchers and two school teachers to negotiate and manage collaboration practices. It examined the complexities of negotiating collaboration as a social practice in institutional cultures in a non-Western sociocultural setting. The implications of the findings for policy, professional development and future research are 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/10.1080/02188791.2014.906386]

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2014.906386

https://bibliography.lib.eduhk.hk/tc/bibs/e2996c32

2014-10-22