Enhancing the pedagogical practices in Hong Kong special schools by the collaborative mode of lesson study

Enhancing the pedagogical practices in Hong Kong special schools by the collaborative mode of lesson study

• Tsang, Kok Wai The Hong Kong Institute of Education
• Tam, Hing Yee The Hong Kong Institute of Education
• Au, Mei Lan The Hong Kong Institute of Education
• Sin, Kuen Fung Kenneth The Hong Kong Institute of Education

Hong Kong Special Education Forum, 15, 21-35, 2013

The Hong Kong Special Education Society

2013

• E Special Education
  • EE Rehabilitation

Lesson Study Learning Circle Special Education Collaborative Mode Professional Development

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

School-based learning community is widely supported by educators as an effective professional development strategy to improve teaching and learning. With reference to the collaborative and supportive features, the professional learning communities (PLCs) are further recognized in schools. Teachers in different schools work collaboratively to solve the actual problems that they come across in their classrooms and improve their teaching practice. With the support of school teachers, education officers and tertiary academics, PLCs was widely adopted as a strategy to enhance teacher professional learning. The tripartite partnership offers a platform for teachers to actively engage in professional sharing about teaching and learning. The paper illustrates the outcome of the lesson study in a two-year project of University-School Support Program (USP). It is evident that the Lesson Study was an effective collaborative mode of professional development for teachers of special schools in Hong Kong.
[Copyright © The Hong Kong Special Education Society].

• English

Journal Articles

• 15627861

https://bibliography.lib.eduhk.hk/bibs/2d02d3ec

2015-12-14