Mr. Weiming Liu & Dr. Ann Devitt
The study reported here introduced an action research project on the enforcement or reconstruction of different aspects of a Chinese classroom teacher’s identity as a teacher. The project was carried out over a period of three years. Classroom power relations were central to this research project. They were represented by the collaboration between the teacher and students, and between students. As an essential component of the project, students carried out both peer teaching and made on-going reflection on the teacher’s teaching. Data sources included student weekly reflective journals and final group reports. The authors hoped to explore the teacher’s professional development and propose the possibility to optimise other Chinese teachers’ contribution to language classes in collaboration with their students.
Keywords:ClassroomPower Relations, Peer Teaching, Teacher Identity, Action Research