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.
