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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Prof TRENT, John

Prof TRENT, John

Professor (Practice)
QualificationsTeaching InterestsResearch InterestsSelected PublicationsProject

Journal Publications

 

  • Trent, J. (2020). Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China. Asia Pacific Journal of Education. More Details
  • Trent, J. (2020). The positioning of English medium of instruction: Winners and losers in "the game of EMI" at two Russian universities. Journal of Immersion and Content-Based Language Education. More Details
  • Nguyen, C.D. & Trent, J. (2020). Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam. Journal of Education for Teaching, 40(3). More Details
  • Trent, J. & Nguyen, C.D. (2020). The discursive positioning of primary school English language teachers: An exploration of the perspectives of teachers in Vietnam. The Asia-Pacific Education Researcher.
  • Sun, X. & Trent, J. (2020). Ongoing doctoring process to live by: A narrative inquiry into the doctoral identity construction experiences - a mainland China case. Frontiers of Education in China.
  • Trent, J. (2019). Why some graduating teachers choose not to teach: Teacher attrition and the discourse-practice gap in becoming a teacher. Asia-Pacific Journal of Teacher Education.
  • Trent, J. (2018). “Fitting in” or “being different”? Integration, separation, and identity construction during a teaching practicum in Hong Kong. Teacher 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(1), 84-105. More Details
  • Tsang, C. L. & Trent, J. (2017). Factors Influencing ESL Learners' Perceptions towards a Task-based Approach to Speaking: Secondary School Students' Perspectives from Hong Kong. Philippine ESL Journal, 18, 120-139. More Details
  • Decoursey, M. & Trent, J. (2016). Stultification and the negotiation of meaning: drama for second language education in Hong Kong schools. Research in Drama Education, 21(4), 524-534. More Details
  • Trent, J. (2016). Constructing professional identities in shadow education: Perspectives of private supplementary educators in Hong Kong. Educational Research for Policy and Practice, 15(2), 115-130. More Details
  • Trent, J. (2016). The NEST–NNEST divide and teacher identity construction in Hong Kong schools. Journal of Language, Identity & Education, 15(5), 306-320. More Details
  • Motha, S., Park, G., Reeves, J., Trent, J. & Varghese, M. (2016). Language teacher education in a multilingual education.. TESOL Quarterly, 50(3), 545-571.
  • Trent, J. (2015). The identity construction experiences of early career English language teachers in Hong Kong. Great expectations and practical realities. Research Papers in Education, 31(3), 316-336. More Details
  • 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). More Details
  • 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. More Details
  • Trent, J. (2014). When communities collide: The shared construction and defense of community and identity during a teaching practicum. Teacher Development, 18(1), 29-47. More Details
  • 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. More Details
  • Shroff, R., Trent, J. & Ng, E. (2013). Using E-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationiship to personal value,control and responsibility. Australasian Journal of Educational Technology, 29(2), 143-160. More Details
  • Trent, J. (2013). Innovation as identity construction in language teaching and learning: Case studies from Hong Kong. Innovation in Language Learning and Teaching, 8(1), 56-78. More Details
  • Trent, J. (2013). Becoming a teacher educator: The multiple boundary crossing experiences of beginning teacher educators.. Journal of Teacher Education. More Details
  • Trent, J. (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440. More Details
  • Trent, J., & Shroff, R. (2013). Technology, identity, and community. The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3-20. More Details
  • Trent, J. (2013). Using the L1 in L2 teaching and learning. What role does teacher identity play?. Asian EFL Journal, 15(2). More Details
  • Trent, J. (2013). From campus to classroom: A critical perspective on approximations of practice in teacher education. Research Papers in Education, 28(5), 571-594. More Details
  • Trent, J. (2012). The discursive positioning of teachers: Native-speaking English teachers and educational discourse in Hong Kong. TESOL Quarterly, 46(1), 104-126. More Details
  • Trent, J. (2012). The internationalization of higher education in Asia: Language, identity, and conflict. Journal of Research in International Education, 11(1), 50-69. More Details
  • Trent, J. (2012). Becoming a teacher: The identity construction experiences of beginning English language teachers in Hong Kong. The Australian Educational Researcher, 39(3), 363-383. More Details
  • Trent, J. (2012). Research engagement as identity construction: Hong Kong preservice teachers’ experiences of a compulsory research project. Teacher Development, 16(2), 145-160. More Details
  • Trent, J. (2012). Teacher professional development through a school-university partnership. What role does teacher identity play?. Australian Journal of Teacher Education, 37(7), 1-21. More Details
  • Trent, J. & Shroff, R. M. (2012). Technology, identity, and community. The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3-20. More Details
  • Trent, J. (2012). Review of ‘Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers’. TESOL Quarterly. Forthcoming, 47(2), 435–437.
  • 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. More Details
  • 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. More Details
  • 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. More Details
  • 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. More Details
  • 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. More Details
  • Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168. More Details
  • Trent, J. & Lim, J. (2010). Teacher identity construction in school-university partnerships: Discourse and practice. Teaching and Teacher Education, 26(8), 1609-1618. More Details
  • 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. More Details
  • 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. More Details
  • 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. More Details
  • Trent, J. (2009). Enhancing oral participation across the curriculum: Some lessons from the EAP classroom. The Asian EFL Journal Quarterly, 10(1), 258-272. More Details
  • 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. More Details
  • 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. More Details
  • 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. More Details
  • Trent, J. (2008). Investing in spoken discourse: Chinese learners in the EFL classroom. Journal of Asian Pacific Communication, 18(1), 30-48. More Details
  • Trent, J. (2008). Towards a pedagogical framework for participatory learning in EAP. The Journal of Asia TEFL, 5(4), 1-24. More Details
  • 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. More Details
  • 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).
  • 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.

Book Chapters

 

  • Trent, J. (2019). Quality assurance and teacher identity construction in TESOL. In J. de Dios (Ed.), Quality in TESOL and TESOL Education . : Routledge.
  • Trent, J. (2017). "Being a Professor and Doing EMI Properly isn't Easy". An Identity-theoretic Investigation of Content Teachers' Attitudes to EMI at a University in Hong Kong. In B. Fenton-Smith, P. Humphreys & I. Walkinshaw (Eds.), English as a Medium of Instruction in Higher Education in Asia-Pacific (pp. 219 - 239). Australia: Springer. More Details
  • Trent, J. (2015). Towards a multifaceted, multidimensional framework for understanding teacher identity. In Cheung, Y. L., Said, S., & Park, K. (Ed.), Advances and Current Trends in Language Teacher Identity Research (pp. 44-58). Oxford, UK: Routledge.

Authored Books

 

  • Trent, J., Gao, X., & Gu, M. (2013). Language Teacher Education in a Multilingual Context: Experiences from Hong Kong. New York, NY: Springer. More Details