Teachers' experiences of autonomy in continuing professional development: Teacher learning communities in London and Hong Kong

Teachers' experiences of autonomy in continuing professional development: Teacher learning communities in London and Hong Kong

• Hargreaves, Eleanore Dept. of Curriculum, Pedagogy and Assessment, Institute of Education, University of London
• Berry, Rita S. Y. Hong Kong Institute of Higher Education
• Lai, Yiu Chi Hong Kong Institute of Higher Education
• Leung, Pamela Pui Wan Hong Kong Institute of Higher Education
• Scott, David Institute of Education, University of London
• Stobart, Gordon Institute of Education, University of London

Teacher Development, 17(1), 19-34, 2013

Great Britain

Routledge

2013

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MD Teachers' Organization
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Continuing Professional Development Teacher Learning Communities Assessment For Learning Autonomy Interview

• Hong Kong
• Great Britain

• 1997.7 onwards

• Post-Secondary Education

This paper examines teachers' experiences of autonomy as they undertook Continuing Professional Development (CPD) in the form of Teacher Learning Communities (TLCs) to develop Assessment for Learning (AfL). Participant teacher interview data were used from two parallel TLC projects, one in Hong Kong and one in London, UK. Autonomy was defined in terms of taking initiatives, acting independently and making critical inquiries. Links between autonomy and effective CPD were argued and the findings indicated that some teachers in both the projects experienced limited autonomy in terms of taking initiatives and being critical, although several described a new sense of professional independence as they attended TLCs. Their limited autonomy looked likely to inhibit the long-lasting impact of the projects, although one TLC in London seemed likely to shape teachers' AfL principles and practices more profoundly because attendance was voluntary and egalitarian.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.748686]

• English

Journal Articles

• 13664530

• 10.1080/13664530.2012.748686

https://bibliography.lib.eduhk.hk/en/bibs/57fa8806

2014-05-29