Journal Articles

The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong

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Title:
The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong
Authors:
- Loh, Elizabeth K. Y. The University of Hong Kong
- Tam, Loretta C. W. The University of Hong Kong
Source:
Teacher Development, 21(3), 462-479, 2017
Publisher:
Routledge
Year Published:
2017
Education Categories:
Keywords:
Education--Teaching Methods and Curriculum Language Teachers Professional Development Emotionality Perceptual Change Experiential Learning Education Reform Teachers Chinese Languages Hong Kong
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
Abstract:
Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready for or even resist changes amid new challenges and paradigm changes. This case study highlights the role of emotionality as a key factor for successful teacher change by proposing a local adaptation of the classic model, while pointing out that a combined mode of support inclusive of collective lesson preparation and teaching demonstrations/practical sessions in professional development programs is a key element that helps facilitate teachers' change and provides teachers with experiential learning opportunities and enhanced confidence, leading to their voluntary adoption of the approach and gradual change in their beliefs and attitudes after witnessing the feasibility and effectiveness of the newly introduced concepts.
[© 2017 Teacher Development]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 13664530
DOI:
- 10.1080/13664530.2016.1266381
Permalink:
https://bibliography.lib.eduhk.hk/bibs/552e98e8
Entry Date:
2017-10-09