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School-university partnerships in En...

Chan, Cheri.

School-university partnerships in English language teacher educationtensions, complexities, and the politics of collaboration /

Record Type:	Electronic resources : Monograph/item
Title/Author:	School-university partnerships in English language teacher educationby Cheri Chan.
Reminder of title:	tensions, complexities, and the politics of collaboration /
Author:	Chan, Cheri.
Published:	Cham :Springer International Publishing :2016.
Description:	xiii, 123 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	TeachersIn-service training.
Online resource:	http://dx.doi.org/10.1007/978-3-319-32619-1
ISBN:	9783319326191$q(electronic bk.)

School-university partnerships in English language teacher educationtensions, complexities, and the politics of collaboration /
Chan, Cheri.

School-university partnerships in English language teacher educationtensions, complexities, and the politics of collaboration /[electronic resource] :by Cheri Chan. - Cham :Springer International Publishing :2016. - xiii, 123 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

Introduction -- Chapter 1: School-University Partnership for Teacher Education -- Chapter 2: Genealogy of Collaboration -- Chapter 3: Examining the Discourse of Collaboration: a critical take -- Chapter 4: Negotiating Beliefs and Practices in School-University Partnerships -- Chapter 5: Negotiating Identities in School-University Partnerships -- Chapter 6: Negotiating Power and Interpersonal Relations in School-University Partnerships -- Chapter 7: The Politics of Collaboration: Implications for Teacher Education in Contemporary Contexts.

This book addresses the complex issues that arise in school-university collaborative action research projects. Employing sociocultural perspectives on examining professional practices of in-service teachers, it examines the complexities of negotiating beliefs, identities and interpersonal relations when educators from two different institutional cultures collaborate. Specifically, the book explores issues such as the discourses that are operative in school-university collaboration for English language teacher education; the way in which beliefs, interpersonal relations and identities are negotiated in school-university partnership; what tensions and complexities operate in collaborative action research discourse in an educational context; and how school-university collaboration can be achieved. The book adopts a critical perspective and provides arguments from a non-Western sociocultural perspective.

ISBN: 9783319326191$q(electronic bk.)

Standard No.: 10.1007/978-3-319-32619-1doiSubjects--Topical Terms:

294731
Teachers
--In-service training.

LC Class. No.: LB1731 / .C53 2016

Dewey Class. No.: 370.711

School-university partnerships in English language teacher educationtensions, complexities, and the politics of collaboration /
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505 0 $a Introduction -- Chapter 1: School-University Partnership for Teacher Education -- Chapter 2: Genealogy of Collaboration -- Chapter 3: Examining the Discourse of Collaboration: a critical take -- Chapter 4: Negotiating Beliefs and Practices in School-University Partnerships -- Chapter 5: Negotiating Identities in School-University Partnerships -- Chapter 6: Negotiating Power and Interpersonal Relations in School-University Partnerships -- Chapter 7: The Politics of Collaboration: Implications for Teacher Education in Contemporary Contexts.
520 $a This book addresses the complex issues that arise in school-university collaborative action research projects. Employing sociocultural perspectives on examining professional practices of in-service teachers, it examines the complexities of negotiating beliefs, identities and interpersonal relations when educators from two different institutional cultures collaborate. Specifically, the book explores issues such as the discourses that are operative in school-university collaboration for English language teacher education; the way in which beliefs, interpersonal relations and identities are negotiated in school-university partnership; what tensions and complexities operate in collaborative action research discourse in an educational context; and how school-university collaboration can be achieved. The book adopts a critical perspective and provides arguments from a non-Western sociocultural perspective.
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