A teacher educator's role in an Asia-derived learning study

A teacher educator's role in an Asia-derived learning study

• Walker, Elizabeth Anne The Hong Kong Institute of Education

Studying Teacher Education, 3(1), 103-114, 2007

Routledge

2007

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

Social Interaction Learning Self-Culture Teaching Teacher Educators

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative.
[Copyright © 2007 Taylor & Francis Group, an informa business.]

• English

Journal Articles

• 17425964

https://bibliography.lib.eduhk.hk/en/bibs/76f60a39

2015-03-26