A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation

A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation

• Choi, Tae Hee The Education University of Hong Kong
• Walker, Allan David The Education University of Hong Kong

Teaching and Teacher Education, 74, 72-84, 2018

Pergamon Press

2018

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• R Educational Policy & Administration
  • RG Education Reforms

Educational Reforms Teacher Development Reform Characteristics Teacher Cognition Tailoring Teacher Development to Reforms A Framework for Teacher Development Provision

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform characteristics could contribute to teachers' positive perceptions of and experience with reforms. Copyright © 2018 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2018.04.013

https://bibliography.lib.eduhk.hk/bibs/719d193b

2018-08-08