Policy implications of different approaches to reforms in collaborative teacher professional development in two Chinese contexts

Policy implications of different approaches to reforms in collaborative teacher professional development in two Chinese contexts

• Lee, Daphnee Hui Lin The Education University of Hong Kong

2021 annual conference of the Comparative Education Society of Hong Kong (CESHK 2021): Geopolitics of Knowledge and Education Policy (2021: Hong Kong)

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

• Hong Kong
• Singapore

• 1997.7 onwards

• Unknown or Unspecified

This paper compares teachers’ values (risk-taking, power distance, and uncertainty avoidance) that prevail in Hong Kong and Singapore, and the teachers’ collaborative professional development practices in school to develop insights to how different approaches to school reforms shape convergent / divergent ways of cultivating teachers’ professional capabilities. Using statistical cluster analysis, teachers are sorted into different levels of PLC engagement (high, medium, and low professional capital) in the respective contexts, and compared for differences in teachers’ values relative to their local compatriots. The results are compared between teachers in Hong Kong and Singapore to identify policy implications arising from different approaches to reforms in collaborative teacher professional development in two Chinese contexts. Copyright © 2021 CESHK.

Paper presented at the 2021 annual conference of the Comparative Education Society of Hong Kong (CESHK 2021): Geopolitics of Knowledge and Education Policy, Hong Kong, China.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/6fa1a6ec

2021-08-10