What do teachers gain through their participation in the learning centre scheme?

What do teachers gain through their participation in the learning centre scheme?

• Cheng, May Hung May The Hong Kong Institute of Education
• Yeung, Yau Yuen The Hong Kong Institute of Education

2006

Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization (2006: Hong Kong Institute of Education, Hong Kong, China)

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Teacher Education and Professional Development

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education
• Post-Secondary Education

The Learning Centre (LC) Scheme is a collaborative project between the Education Manpower Bureau, a primary school, a secondary school, and the Hong Kong Institute of Education (HKIEd) for facilitating the implementation of the recent education reform in various key learning areas. As a pilot stage of the LC Scheme, the primary LC works on the subject of General Studies and the secondary LC focuses on the subject of Junior Secondary Science. Both LCs achieve the aim of facilitating professional development in their respective key learning areas through a series of face-to-face teacher education workshops, school-based support service and the web-based Teacher Learning Community. The LC teachers need to take up the role of cascading good practices in curriculum and pedagogical changes through carrying out test-bed trial teaching in their own classes, facilitating other teachers' professional development in workshops and providing outreach school-based support. In carrying out these responsibilities, the LCs work with the HKIEd consultant Team which provides mentoring and consultancy services, and evaluates the project. The project is structured into three phases, to wit (I) preparation in leadership or teacher development understanding, (II) the implementation stage (including teacher professional development workshops, web-based development opportunities and school-based support) and (III) the evaluation stage. Using structured interviews, we identified the professional development that the LC teachers experienced in the first year of the project. The paper concludes with recommendations for future development of the LC Scheme in terms of ways and conditions to support LC teachers in realizing this meaningful mission.

Symposium conducted at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/2c6d046e

2015-07-29