Academic Staff

Profile Dr TRENT John Qualifications: B. Admin (Hons.) (Griffith)  M. Econ. (Queensland)  PGCE (HKU)  M. A. (HKU)  PhD. (HKU) Media:

Contact

Email:	jtrent@ied.edu.hk
Google Scholar Profile:
Office:	B4-2/F-04 Department of English  Hong Kong Institute of Education  10 Lo Ping Road, Tai Po, Hong Kong
Tel:	2948 7375

Teaching Interests

Research Interests

Selected Publications

• Trent, J. (2012). Teacher professional development through a school-university partnership. What role does teacher identity play? Australian Journal of Teacher Education. Forthcoming.

• Trent, J. (2012). Technology, identity, and community. The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy, and Education. Forthcoming. 

• Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development. Forthcoming.

• Trent, J. (2012). The internationalization of higher education in Asia: Language, identity, and conflict. Journal of Research in International Education, 11(1), 50-69.

• Trent, J. (2012). The discursive positioning of teachers: Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126.

• Trent, J. (2011). Mainland Chinese students’ perceptions of language, learning, and identity in an English language teacher education program in Hong Kong. The Journal of Asia TEFL, 8(3), 259-286.

• Trent, J. (2011). The professional development of teacher identities in Hong Kong. Can a short term course make a difference? Professional Development in Education, 37(4), 613-632.

• Trent, J. (2011). Learning, teaching, and constructing identities. ESL pre-service teacher experiences during a short-term international experience programme. Asia Pacific Journal of Education, 31(2), 177-194.

• Trent, J. (2011). ‘Four Years on, I’m ready to teach’. Teacher education and the construction of teacher identities. Teachers and Teaching: Theory and Practice, 17(5), 519-533.

• Gao, X., Leung, P., & Trent, J. (2010). Chinese teachers’ views on the increasing use of Putonghua as a medium of instruction in Hong Kong schools. Australian Journal of Teacher Education, 35(8), 79-103.

• Trent, J. (2010). “My two master’s”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1-14.

• Trent, J. & DeCoursey, M. (2010). Crossing boundaries and constructing identities: The experiences of early career mainland Chinese English language teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 39(1), 65-78.

• Trent, J. & Lim, J. (2010). Teacher identity construction in school-university partnerships: Discourse and practice. Teaching and Teacher Education, 26(8), 1609-1618.

• Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168.

• Trent, J. (2010). Teacher identity construction across the curriculum: Promoting cross-curriculum collaboration in English medium schools. Asia Pacific Journal of Education, 30(2), 167-183.

• Trent, J. (2009). From rigid dichotomy to measured contingency. Hong Kong preservice teachers’ discursive construction of identity. Teaching and Teacher Education, 26(4), 906-913.

• Trent, J. & Gao, X. (2009). “At least I’m the type of teacher I want to be”: Second-career English language teachers’ identity formation in Hong Kong secondary schools. Asia-Pacific Journal of Teacher Education, 37, 253-270.

• Gao, X. & Trent, J. (2009). Understanding mainland Chinese student teachers’ motivations for choosing a teacher education programme in Hong Kong. Journal of Education for Teaching: International Research and Pedagogy, 35(2), 145-159.

• Trent, J. (2009). “Enhancing oral participation across the curriculum: Some lessons from the EAP classroom”. The Asian EFL Journal Quarterly, 10(1), 258-272.

• Trent, J. (2008). Towards a pedagogical framework for participatory learning in EAP. The Journal of Asia TEFL, 5(4), 1-24.

• Trent, J. (2008). Investing in spoken discourse: Chinese learners in the EFL classroom. Journal of Asian Pacific Communication, 18(1), 30-48.

• Davison, C. & Trent, J. (2007). Language attitudes, policies and practices in English-medium institutions in Hong Kong: A case study. Special issue of journal Fremdsprachen Lehren und Lernen (FLuL) on Fremdsprache als Arbeitssprache in Schule und Universität" ["Using a foreign language as a working language in secondary and tertiary education"], 36, 161-177.

• Trent, J. (2006). Speaking in a foreign language academic community of practice: Towards a holistic understanding. TESOL Quarterly, 40(2), 430-435.

• Trent, J. (2004) Learning Cantonese in the community: An exploration of the role of social interaction in language learning. Hong Kong Journal of Applied Linguistics, 9(1), 33-52.

• Trent, J. (2004). What do language learners like and why. An investigation of classroom learning preferences amongst secondary school language learners in Hong Kong. Asia Pacific Journal of Language in Education, 6(2).