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.

Insights on inter-institutional collaborative practices, drawing on actual discourse data between university staff and teachers A complete and comprehensive example of how to conduct critical discourse analysis and postmodern research in a rigorous way The only book to provide an in-depth critical study of inter-institutional collaborative practices Includes supplementary material: sn.pub/extras

Inhalt
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.