The use of learning study to enhance teacher professional learning in Hong Kong

The use of learning study to enhance teacher professional learning in Hong Kong

• Pang, Ming Fai University of Hong Kong

Teaching Education, 17(1), 27-42, 2006

Routledge

2006

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Foreign Countries Faculty Development Teacher Education Instructional Design Instructional Development Communities of Practice Economics Education Teacher Collaboration Improvement Programs Instructional Improvement Interviews Participant Satisfaction Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The study that we report in this paper, named as learning study, is a hybrid between a design experiment as characterized by Brown and Collins, and a Japanese lesson study as characterized by Yoshida, and Stigler and Hiebert. This paper aims at tracing the development of the learning study and examining its impact on teacher professional learning, through the example of an empirical study conducted in Hong Kong. First, the notion of learning study is explicated, together with the related ideas of the lesson study approach, the teaching research group and design experiments. Second, an empirical study is reported, which documents how a group of economics teachers in Hong Kong worked collaboratively within the learning study model to improve student learning, and in doing so enhanced their own professional learning. Finally, the implication of learning study for teacher professional learning is discussed.
[Copyright of Teaching Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10476210500527915]

• English

Journal Articles

• 10476210

• 10.1080/10476210500527915

https://bibliography.lib.eduhk.hk/en/bibs/5efedc3a

2010-09-27