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Grounded in a framework of teacher identity and using in-depth interviews across the 12-month partnership, the research analyzes professional learning through negotiations of membership across multiple communities. Findings indicate identity conflict affects recognition of partnership-related competencies, potentially limiting partnership-driven development for teachers and schools and requiring critical understanding of partnership contributions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-professional-development-through-a-school-university-partnership-article-8-abstract/594491/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-professional-development-through-a-school-university-partnership-article-8-abstract/594491.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s focus regarding teacher professional development?","Question",{"text":112,"@type":113},"It focuses on the continuing professional development experiences of secondary English language teachers participating in a school-university partnership in Hong Kong.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze teachers’ professional growth?",{"text":117,"@type":113},"It uses a teacher identity framework and in-depth interviews conducted over the entire 12-month period to examine how teachers negotiate membership across multiple communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does teacher identity play in the partnership outcomes?",{"text":121,"@type":113},"The results suggest professional development through partnership is partly shaped by identity conflict as teachers seek recognition of competencies tied to the partnership across different teacher communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594491,1792165425,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 7 | Article 8 |\n| --- | --- |\n\n2012  \nTeacher professional development through a school-university partnership. What role does teacher identity play?  \nJohn Trent  \nHongKong Institute of Education, [jtrent@ied.edu.hk](jtrent@ied.edu.hk)  \nRecommended Citation  \nTrent, John (2012) \"Teacher professional development through a school-university partnership. What role does teacher identity play?,\"Australian Journal of Teacher Education: Vol. 37: Iss. 7, Article 8.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss7/8](http://ro.ecu.edu.au/ajte/vol37/iss7/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss7/8](http://ro.ecu.edu.au/ajte/vol37/iss7/8)  \nAustralian Journal of Teacher Education  \nTeacher Professional Development Through a School-University Partnership. What Role Does Teacher Identity Play?  \nJohn Trent  \nThe Hong Kong Institute of Education, Hong Kong  \nAbstract: This study examines the continuing professional  \ndevelopment of one group of secondary school English language  \nteachers who participated in a school-university partnership in Hong  \nKong. Grounded in a framework of teacher identity and using in  \ndepth interviews conducted over the entire 12 month period of the  \npartnership, the study explores the teacher’s professional development  \nexperiences in terms of their negotiation of membership within and  \nacross multiple communities. Results suggest that the teachers’  \nexperienced professional development through partnership partly as  \nidentity conflict, as they negotiated recognition of the competencies  \nthey associated with the partnership within the different communities  \nof teachers in which they participated. It is argued that such identity  \nconflict can inhibit the opportunities for professional development that  \npartnerships potentially offer teacher and schools and that a critical  \nunderstanding of the contribution of partnerships to the professional development of teachers and other stakeholders within and beyond the  \npartnership is necessary.  \nIntroduction  \nIn many parts of the world partnerships between schools and higher education institutions are, as Smedley (2001) puts it,“ubiquitous”(p. 189) . Brady’s observation that understanding the benefits and challenges of partnership has emerged as a “pervasive theme in the international teacher education literature”(2005, p. 659) reflects the burgeoning interest in partnership since the 1980’s.  \nPartnerships between schools and higher education institutions worldwide have adopted various structures and practices and have been concerned with areas such as preservice teacher education, educational reform, teacher professional development, and research (Callahan & Martin, 2007). A common aim of partnerships internationally is the“simultaneous renewal”(Stephens & Boldt, 2004, p. 703) of both schools and higher education institutions. For example, in the United States, collaboration between academicsand school teachers within professional development schools is seen as a means of addressing concerns over the quality of the educational system (Nath, Guadarrama, & Ramsy, 2011) . Within the United Kingdom, partnership has been prescribed by government with the aim of providing schools with greater input into teacher education. In the case of Australia, partnership is predominately concerned with teacher professional development (Brady, 2005) .  \nThis view of partnerships as the “renewal” of schools and higher education institutions highlights the professional development of teachers. As Brady (2005) points out:  \nRobust school university partnerships can improve the learning of school students;  \npromote teacher education; and provide professional development for practising teachers. (p. 668)  \nVol 37, 7, July 2012 1  \nAustralian Journal of Teacher Education  \nAttention to the role of teacher learning within a partnership is consistent with under","cbCaijIjwY1W4OoI","https://ap.wps.com/l/cbCaijIjwY1W4OoI","pdf",171668,22,"English","# Abstract\n## Introduction\n## Partnerships and professional development background","[{\"question\":\"What is the study’s focus regarding teacher professional development?\",\"answer\":\"It focuses on the continuing professional development experiences of secondary English language teachers participating in a school-university partnership in Hong Kong.\"},{\"question\":\"How does the study analyze teachers’ professional growth?\",\"answer\":\"It uses a teacher identity framework and in-depth interviews conducted over the entire 12-month period to examine how teachers negotiate membership across multiple communities.\"},{\"question\":\"What role does teacher identity play in the partnership outcomes?\",\"answer\":\"The results suggest professional development through partnership is partly shaped by identity conflict as teachers seek recognition of competencies tied to the partnership across different teacher communities.\"}]","Teacher Professional Development Through a School-University Partnership - Article 8 - Abstract | PDF",1792079256,55]