How Learning Study could empower teachers to embrace education initiatives through research–practice partnership in Hong Kong

How Learning Study could empower teachers to embrace education initiatives through research–practice partnership in Hong Kong

• Ko, Po Yuk The Education University of Hong Kong

Asia Pacific Journal of Education, 42(1), 76-93, 2022

Routledge

2022

• C 教學心理學
  • CB 學習心理

Learning Study Research-practice Partnership Trust Capacity Building

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

The issue of the “research-practice gap” has been a long-standing concern in the education community. To tackle this issue, there is a growing interest in research–practice partnerships (RPPs) to connect research with practice by providing solutions for improving practice in schools. Although studies have reported that constructive relationship would produce positive outcomes, establishing long-term and mutually beneficial RPPs requires further investigation. In Hong Kong, the Learning Study (LS) approach with Variation Theory derived from phenomenology as the theoretical framework for pedagogical design has been adopted as a RPP model and has sustained for two decades. Like many RPPs models, LS approach has been facing different challenges when teachers are increasingly held accountable for meeting new demands from education reform. In this respect, this paper explores the challenges and strategies of the LS approach as a RPP model and its conditions of success. It reports a case study of how a group of English Language teachers adopting a LS approach while integrating education initiatives in their instructional design. The findings have identified trust building, teacher’s capacity building and visible outcomes as possible key factors of effective RPP model. This paper may shed light on the implementation of research–practice partnerships. Copyright © 2022 National Institute of Education, Singapore.

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2022.2031873

https://bibliography.lib.eduhk.hk/tc/bibs/00553ad0

2022-10-07