Journal Publications Publication in refereed journal Sun, X., & Trent, J. (2022). Shaping a Sustainable Doctoral Pathway: A Critical Analysis of Reflexive Mediation Between Structure and Agency in the PhD Experience. Higher Education Research and Development, Online publication, 1-15 Doi:10.1080/07294360.2022.2073979. Sun, X., & Trent, J. (2020). Promoting Agentive Feedback Engagement through Dialogically Minded Approaches in Doctoral Writing Supervision (doi: https://doi.org/10.1080/14703297.2020.1861965). Innovations in Education and Teaching International, retrieved from https://www.tandfonline.com/doi/full/10.1080/14703297.2020.1861965, online publication, online Sun, X., & Trent, J. (2020). Ongoing Doctoral Study Process to Live by: A Narrative Inquiry into the Doctoral Identity Construction Experiences - A Chinese Case. Frontiers of Education in China, 15, 422-452 Trent, J. (2018). ‘Fitting in’ or ‘Being Different’? Integration, Separation, and Identity Construction during a Teaching Practicum in Hong Kong. Teacher Development: An International Journal of Teachers' Professional Development, 22(4), 571-586 Trent, J. (2018). “It’s Like Starting All Over Again”. The Struggles of Second-career Teachers to Construct Professional Identities in Hong Kong Schools. Teachers and Teaching: Theory and Practice, 24(8), 931-950 Trent, J (2017). Discourse, agency, and teacher attrition. Perceptions of “failure” amongst early career English teachers in Hong Kong. Research Papers in Education, 32, 84-105 Trent, J (2017). The NEST–NNEST divide and teacher identity construction in Hong Kong schools.. Journal of Language, Identity & Education, 15,5, 306-320., 15, 306-320 Trent, J. (2015). “Inclusive and different?” Discourse, conflict, and the identity construction experiences of preservice teachers of English language learners in Australia. Australian Journal of Teacher Education, 40(10), 106-124 Trent, J. (2015). Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong. Educational Research for Policy and Practice, 15(2), 115-130 Trent, J. (2015). The gendered, hierarchical construction of teacher identities: Exploring the male primary school teacher voice in Hong Kong. Journal of Education Policy, 30(4), 500-517 Trent, J. (2015). The identity construction experiences of early career English language teachers in Hong Kong: Great expectations and practical realities. Great expectations and practical realities, 31(3), 1-21 Trent, J. (2015). When communities collide: The shared construction and defense of community and identity during a teaching practicum. Teacher Development, 18(1), 29-47 Trent, J. (2014). ‘‘I’ m teaching, but I’m not really a teacher’’. Teaching assistants and the construction of professional identities in Hong Kong schools. Educational Research, 56(1), 28-47 Trent, J. (2013). The discursive construction of teacher identity: The experience of NETs in Hong Kong schools. TESOL Quarterly, 46, 104-126 Trent, J. G. (2013). Becoming a teacher educator: The multiple boundary crossing experiences of beginning teacher educators (doi: 10.1177/0022487112471998). Journal of Teacher Education, Retrieved from http://jte.sagepub.com/content/64/3/262.full.pdf+html, online publication, 64(3), 262-275 Trent, J. G. (2012). Teacher professional development through a school-university partnership. What role does teacher identity play?. Australian Journal of Teacher Education, Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1753&context=ajte, online publication, 37(7), 1-21 Trent, J. G. (2012). Becoming a teacher: The identity construction experiences of begining English language teachers in Hong Kong. The Australian Educational Researcher, 39(3), 363-383 Trent, J. G. (2012). Research engagement as identity construction: Hong Kong preservice teachers' experiences of a compulsory research project. Teacher Development, 16(2), 145-160 Trent, J. G. (2012). The discursive construction of teacher identity: The experience of NETs in Hong Kong schools. TESOL Quarterly, 46(1), 104-126 Trent, J. (2011). Learning, teaching, and constructing identities. ESL teacher identity construction during an international experience programme. Asia Pacific Journal of Education,, 31, 177-194 Trent, J. (2011). Four years on, I’m ready to teach. Teacher education and the construction of teacher identities. Asia-Pacific Journal of Teacher Education, 17, 35-50 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, 1-20 Trent, J (2010). Teacher identity construction across the curriculum: Promoting cross-curriculum collaboration in Engklish-medium schools.. Asia Pacific Journal of Education, 30, 167-184 Trent, J (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36, 153-168 Trent, John (2010). From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity. Teaching and Teacher Education (Rank A*), 26, 906-913 Trent, John, & Lim, J (2010). Teacher identity construction in school-university partnerships: Discourse and practice. Teaching and Teacher Education (Rank A*), 26, 1-10 Gao, X., & Trent, J. G. (2009). Understanding mainland Chinese students' motivations for choosing teacher education programmes in Hong Kong. Journal of Education for Teaching, 35 (2), 145-159 Trent, J. G. (2009). Enhancing oral participation across the curriculum: Some lessons from the EAP classroom. Asian EFL Journal, 11 (1), 258-270 Trent, J. G. (2008). Towards a pedagogical framework for participatory learning in EAP. The Journal of Asia TEFL, 5 (4), 1-25 Trent, J. (2008). Promoting investment by Chinese learners in classroom discourse. 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. Using a Foreign Language as a Working Language in Secondary and Tertiary Education, 36, 161-177
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