A cross-school PLC: How could teacher professional development of robot-based pedagogies for all students build a social-justice school?

A cross-school PLC: How could teacher professional development of robot-based pedagogies for all students build a social-justice school?

• Szeto, Sing Ying Elson The Education University of Hong Kong
• Sin, Kuen Fung The Education University of Hong Kong
• Leung, George TWGHs Kwan Fong Kai Chi School, Hong Kong

Professional Development in Education, 2020

Routledge

2020

• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators
• E Special Education
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Cross-school PLC Principals and Teachers Professional Development Social-justice Schools Special Educational Needs TPACK Robot-based Pedagogy

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This paper aims at extending the understanding of principal leadership in support of teachers' development of robot-based pedagogy for students in a cross-school professional learning community (PLC) of Hong Kong's special education. Sixty representative teachers from over 30 special schools, that is 50% of the total number of special schools, participated in the community over the past 2 years. The teachers not only developed the pedagogy but also observed and collaborated in the schools regarding their technological, pedagogical and content knowledge. The development of robot-based learning for individual students' different special educational needs is an innovative differentiated approach to fostering socially just learning in schools. The key research question is: How could teacher professional development of robot-based pedagogies for all students build a social-justice school? We adopted a qualitative cross-case study of four schools participating in the PLC. Although the professional development did not aim at principals' and teachers' social-justice practices for all students, the case study demonstrated the principals' leadership support and the teachers' enthusiasm for learning to change their pedagogies with the use of new robotic technology for socially just differentiated teaching. Implications of the cross-school PLC for building social-justice school communities are also discussed. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 19415257

• 10.1080/19415257.2020.1787201

https://bibliography.lib.eduhk.hk/bibs/fcf6a515

2020-11-16