Teacher learning in the context of university-school collaboration: Case studies in Hong Kong and Beijing

Teacher learning in the context of university-school collaboration: Case studies in Hong Kong and Beijing

• Zhong, Yani

2007

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

Teacher Education

• Hong Kong
• Beijing

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

As an area of inquiry, teacher learning has grown increasingly important in the field of teacher development and school improvement. It is commonly believed that teacher development is a form of professional development; and professional development implies 'learning' by teachers. Even though opportunities for teachers' professional development have increased in recent years, there has been little advancement toward a commonly shared understanding of the vital aspects of professional development: What are the essential factors for success? What do teachers really learn from professional development? Based on the idea of facilitating school improvement and teacher development more effectively, several important university-school collaborative projects were introduced and launched in Hong Kong and Beijing in the last decade.
This study aims to delineate teacher learning in the context of university and school collaboration. The two projects under investigation are based in Hong Kong and Beijing. While the two projects have different missions, the participants in both projects share a common belief that collaboration should enhance teacher capacity and ultimately help to improve students' learning.
A sociocultural theoretical lens is used to study university and school collaboration, and the ways in which a context for teacher learning is created in this process. It also examines the results of teacher learning. Using qualitative data gathered in the two projects, the study confirms that collaboration can offer a supportive context for teachers to learn.
During the process of appropriation, teachers master and own the necessary cultural tools, and then aquire about new knowledge and skills that enhance understanding on practice. During the process of collaboration, which is established on the principles of trust and equality, university faculties provide teachers with cultural tools, which is essential for teacher change. Only when the cultural tools are appropriated by teachers as agents can real change take palce.
From the institutional perspective, school organization, education policy, and social culture are important factors that have a strong impact on teachers. This study finds that teachers can construct a new understanding on the major subject that they teach, their relationship with the student, and their role and identity as a teacher. This is accomplished through a reflection on the moral dimension of teaching, an exercise that involves both the teachers and univerisy faculty.

PhD

Chinese University of Hong Kong

Hong Kong

Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3114

• English

Dissertation Theses

• 9780549771623

https://bibliography.lib.eduhk.hk/bibs/4a7558e0

2010-12-16