Teacher Identity Construction across the Curriculum: Promoting Cross-Curriculum Collaboration in English-Medium Schools

Autor/in	Trent, John
Titel	Teacher Identity Construction across the Curriculum: Promoting Cross-Curriculum Collaboration in English-Medium Schools
Quelle	In: Asia Pacific Journal of Education, 30 (2010) 2, S.167-183 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Foreign Countries; English; English (Second Language); Second Language Instruction; Language Teachers; Secondary School Teachers; Teacher Attitudes; Self Concept; Teacher Role; Identification (Psychology); Organizational Change; Qualitative Research; Discourse Analysis; Course Content; Teacher Collaboration; Curriculum; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Selbstkonzept; Lehrerrolle; Organisationswandel; Qualitative Forschung; Diskursanalyse; Kursprogramm; Lehrerkooperation; Curricula; Lehrplan; Rahmenplan; Hongkong
Abstract	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. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10