Sustaining teacher change through participating in a comprehensive approach to teaching Chinese literacy

Sustaining teacher change through participating in a comprehensive approach to teaching Chinese literacy

• Tse, Shek Kam Faculty of Education, University of Hong Kong
• Ip, Olivia King Ming Dept. of Management, City University of Hong Kong
• Tan, Wei Xiong Faculty of Education, University of Hong Kong
• Ko, Hwa Wei Graduate Institute of Learning and Instruction, Taiwan National Central University, Taiwan

Teacher Development, 16(3), 361-385, 2012

Routledge

2012

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FG Classroom Management & Control
• F Learning & Teaching
  • FH Classroom Communication

Taiwan Hong Kong Elementary Education Educational Strategies International Educational Exchange Teacher Attitudes Protocol Materials Language Teachers Classroom Techniques Outcomes of Education Focus Groups Instructional Improvement Classroom Observation Techniques Teaching Experience Inservice Teacher Education Educational Change Performance Factors Teaching Methods Teacher Improvement Teacher Exchange Programs School Visitation Sustainability Achievement Gains Pedagogical Content Knowledge Change Strategies

• Hong Kong
• Taiwan

• 1997.7 onwards

• Primary Education

An overview is presented of a three-year project aimed at helping Chinese language teachers in Taiwan refine ways that Chinese, an ideographic language that differs markedly from alphabetic English, is taught in primary schools. Guided by university staff in Taiwan, Hong Kong University and a Taiwanese non-government social enterprise, 20 experienced Taiwanese Chinese language teachers visited Hong Kong, observed literacy lessons, held in-depth discussions with principals and teachers, and engaged in seminars that helped them reflect on ways to modify practice in Taiwan. Back in Taiwan, they tried out techniques witnessed in Hong Kong, shared their experiences with colleagues in and beyond their own school, and evaluated their relevance for language teaching in Taiwan. Experiences were exchanged via practical demonstrations of techniques, video-recordings of lessons, accounts of new ways to teach Chinese, interviews and progress reports on an Internet forum. The outcomes are an example of positive teacher change.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.722439]

Contains 2 figures

• English

Journal Articles

• 13664530

• 10.1080/13664530.2012.722439

https://bibliography.lib.eduhk.hk/bibs/59a44316

2014-01-18