John Trent
Biographic Data
| ID | 1186780 |
|---|---|
| NAME | John Trent |
| GIVEN NAMES | John |
| FAMILY NAME | Trent |
| SIGNATURE | TRENT J |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-1428-2216 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1924 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Teachers as textbook developers: Professional learning through boundary crossing in a textbook writing community of practice
Dissecting the ‘E’ and the ‘I’ in EMI through a Bakhtinian lens: Monoglossic versus heteroglossic meanings and practices across academic disciplines
The struggle for pedagogical recognition in higher education: Short stories of tension and triumph in the professional identity construction of an English for Academic Purposes (EAP) practitioner in H…
A considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerabl…
A ‘useful’ vocational education English language teacher by any other name. Short stories of teacher identity construction and reconstruction in vocational education in China
Internationally, vocational education occupies a paradoxical space. Seen as critical to powering a nation’s economic growth, it is often neglected and marginalised in favour of general academic education. Also paradoxically, the success of vocational education is thought to be underpinned by high quality teachers and teaching while the voices of these teachers remain largely absent from policy discussions and from the international literature. Th…
Shaping a sustainable doctoral pathway: A critical analysis of reflexive mediation between structure and agency in the PhD experience
This study aims to provide a complex account of a PhD candidate’s reflexive doctoral engagement process emergent from the changing doctoral environment vis-à-vis the neoliberal higher education context. Drawing on a critical realist theory of reflexivity, it analyzed narrative interview data collected with the participant over an 18-month period. The analytical focus was on how the student’s reflexivity mediated her exertion of agency within the …
‘How come they struggle with such simple work?’: Parents’ perceptions of language teacher identity and teaching practice
This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers’ identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and teaching in these schools. The results suggest that two discourses underpin a hierarchical relations…
Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam
Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members’ perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study …
Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China
Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international experiences of TPD shape the perspectives of these teachers. It is also unclear how the learning thes…
Ongoing Doctoral Study Process to Live by: A Narrative Inquiry into the Doctoral Identity Construction Experiences—A Chinese Case
Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong
This article reports the results of a qualitative study investigating the experiences of five former English language teachers in Hong Kong during their initial years of full-time teaching and the reasons for their permanent departure from the profession. Guided by a theory of teacher identity construction, the study employed a discourse analytic approach to understand the participants’ perceptions of their professional identity construction in d…
Stultification and the negotiation of meaning: Drama for second language education in Hong Kong schools
Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers’ idealistic ambitions. We suggest a way of expanding Rancière’s model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable…
The Nest–NNEST Divide and Teacher Identity Construction in Hong Kong Schools
To investigate and problematize the role the NEST-NNEST dichotomy plays in teachers’ professional identity construction, this article explores the ways in which multiple discourses interact to enable and constrain opportunities for such construction through in-depth interviews with teachers in Hong Kong. It raises questions about the failure of previous investigations to adequately problematize discourses that establish and support divisions betw…
The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities
This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching experience provided a longitudinal perspective on the teachers’ experiences of becoming teachers. A c…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong
In response to the perceived ‘feminisation’ of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to the voice of male primary school teachers themselves. Using a qualitative multiple case study approach, this st…
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility
This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning . The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey …
From campus to classroom: A critical perspective on approximations of practice in teacher education
This article reports on the results of a qualitative case study that addresses recent calls for greater attention to clinical aspects of practice and experiment in teacher education programmes. Grounded in the notion of approximations of practice, this study uses the analytic lens of teacher identity to understand how one group of preservice teachers in Hong Kong negotiated boundaries between opportunities for practising teaching within their uni…
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to examine participants' identity trajectory as they crossed multiple boundaries from language learner…
The Discursive Positioning of Teachers: Native‐Speaking English Teachers and Educational Discourse in Hong Kong
This article reports on a qualitative study that explored the discursive positioning of native‐speaking English teachers ( NET s) in schools in Hong Kong. It draws on insights from discourse theory to examine NET s’ self‐positioning, and their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were eight teachers who were employed in primary and secondary schools under the Hong Kong Government'…
Teacher identity construction in school–university partnerships: Discourse and practice
From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity
Globalization, Governance and Identity: The Emergence of New Partnerships
The Language of Love: The Secret to Being Instantly Understood
XIVth Ipsa World Congress: Toward a Global Political Science
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
The Discursive Positioning of Teachers: Native‐Speaking English Teachers and Educational Discourse in Hong Kong
This article reports on a qualitative study that explored the discursive positioning of native‐speaking English teachers ( NET s) in schools in Hong Kong. It draws on insights from discourse theory to examine NET s’ self‐positioning, and their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were eight teachers who were employed in primary and secondary schools under the Hong Kong Government'…
The Nest–NNEST Divide and Teacher Identity Construction in Hong Kong Schools
To investigate and problematize the role the NEST-NNEST dichotomy plays in teachers’ professional identity construction, this article explores the ways in which multiple discourses interact to enable and constrain opportunities for such construction through in-depth interviews with teachers in Hong Kong. It raises questions about the failure of previous investigations to adequately problematize discourses that establish and support divisions betw…
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to examine participants' identity trajectory as they crossed multiple boundaries from language learner…
Teacher identity construction in school–university partnerships: Discourse and practice
Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong
This article reports the results of a qualitative study investigating the experiences of five former English language teachers in Hong Kong during their initial years of full-time teaching and the reasons for their permanent departure from the profession. Guided by a theory of teacher identity construction, the study employed a discourse analytic approach to understand the participants’ perceptions of their professional identity construction in d…
The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities
This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching experience provided a longitudinal perspective on the teachers’ experiences of becoming teachers. A c…
From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity
The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong
In response to the perceived ‘feminisation’ of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to the voice of male primary school teachers themselves. Using a qualitative multiple case study approach, this st…
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
From campus to classroom: A critical perspective on approximations of practice in teacher education
This article reports on the results of a qualitative case study that addresses recent calls for greater attention to clinical aspects of practice and experiment in teacher education programmes. Grounded in the notion of approximations of practice, this study uses the analytic lens of teacher identity to understand how one group of preservice teachers in Hong Kong negotiated boundaries between opportunities for practising teaching within their uni…
The Film and Futility
LET us go to the Pictures.' They all say it, young I and old, rich and poor, wise and foolish. That is why the cinema is the third greatest industry in America, and almost an institution in family and individual life.Probably no industry before it had such a rapid rise to fame and fortune. The animated pictures of twenty-five years ago, ousting the 'stills' of the magic lantern, came as a shock to the old and a delight to the young. Pictures that…
Travel Costs
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Frais de Transport
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Avis Concernant la Reunion Annuelle
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Xth World Congress of the International Political Science Association
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Global Crises and the Social Sciences: North American Perspectives
Global Crisis and the Social Sciences: North American Perspectives
XIVth Ipsa World Congress: Toward a Global Political Science
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
The Language of Love: The Secret to Being Instantly Understood
Globalization, Governance and Identity: The Emergence of New Partnerships
From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity
Teacher identity construction in school–university partnerships: Discourse and practice
The Discursive Positioning of Teachers: Native‐Speaking English Teachers and Educational Discourse in Hong Kong
This article reports on a qualitative study that explored the discursive positioning of native‐speaking English teachers ( NET s) in schools in Hong Kong. It draws on insights from discourse theory to examine NET s’ self‐positioning, and their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were eight teachers who were employed in primary and secondary schools under the Hong Kong Government'…
Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility
This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning . The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey …
From campus to classroom: A critical perspective on approximations of practice in teacher education
This article reports on the results of a qualitative case study that addresses recent calls for greater attention to clinical aspects of practice and experiment in teacher education programmes. Grounded in the notion of approximations of practice, this study uses the analytic lens of teacher identity to understand how one group of preservice teachers in Hong Kong negotiated boundaries between opportunities for practising teaching within their uni…
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This article reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, and using in-depth interviews, a narrative approach was adopted to examine participants' identity trajectory as they crossed multiple boundaries from language learner…
The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong
In response to the perceived ‘feminisation’ of primary school teaching, educational authorities in many countries have implemented policies designed to encourage more men to take up teaching positions in primary schools. While challenges to the efficacy of such policies have emerged in the literature, limited attention has been given to the voice of male primary school teachers themselves. Using a qualitative multiple case study approach, this st…
Special-Topic Issue of Tesol Quarterly, Autumn 2016 Language teacher identity in multilingual education
Stultification and the negotiation of meaning: Drama for second language education in Hong Kong schools
Jacques Rancière has given us a strong ethical framework for the use of drama in education, but his model is incomplete. In Hong Kong, an examination-driven system often conflicts with teachers’ idealistic ambitions. We suggest a way of expanding Rancière’s model with reference to Étienne Wenger. We use this framework to examine a group of student teachers on practicum. Student teachers can use drama in the interstices by a process understandable…
The Nest–NNEST Divide and Teacher Identity Construction in Hong Kong Schools
To investigate and problematize the role the NEST-NNEST dichotomy plays in teachers’ professional identity construction, this article explores the ways in which multiple discourses interact to enable and constrain opportunities for such construction through in-depth interviews with teachers in Hong Kong. It raises questions about the failure of previous investigations to adequately problematize discourses that establish and support divisions betw…
The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities
This article reports the results of a multiple qualitative case study which investigated the challenges that seven early career English language teachers in Hong Kong confronted as they constructed their professional and personal identities. A series of in-depth interviews with participants during the entire first year of their full-time teaching experience provided a longitudinal perspective on the teachers’ experiences of becoming teachers. A c…
In This Issue
If the commitment to identity is not just a metaphysical proposition but a serious recognition that our work as teachers shapes and is shaped by the very mode of our being, then thinking about the formation of our identities is crucial for all of us in education. (Clarke, 2009, p. 186) These narratives, and thus our journeys as language teacher educators (LTEs), are illustrative of Clarke's (2009) argument that "... engaging in 'identity work' is…
Discourse, agency and teacher attrition: Exploring stories to leave by amongst former early career English language teachers in Hong Kong
This article reports the results of a qualitative study investigating the experiences of five former English language teachers in Hong Kong during their initial years of full-time teaching and the reasons for their permanent departure from the profession. Guided by a theory of teacher identity construction, the study employed a discourse analytic approach to understand the participants’ perceptions of their professional identity construction in d…
Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam
Rather than being confined to academic knowledge provided by university-based programmes, there are calls for teacher education to embrace the knowledge situated within local communities. Drawing on the theories of community knowledge in teaching and teacher education, this paper reports the results of a study that explores community members’ perceptions of teachers, teaching and teacher education in Vietnam. Using in-depth interviews, the study …
Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China
Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international experiences of TPD shape the perspectives of these teachers. It is also unclear how the learning thes…
Sociology (22 works) · Psychology (18 works) · Pedagogy (17 works) · Mathematics education (12 works) · Social science (12 works) · Qualitative research (11 works) · EFL/ESL Teaching and Learning (10 works) · Multilingual Education and Policy (10 works) · Political science (10 works) · Computer Science (8 works)