The process of innovation adoption and teacher development

The process of innovation adoption and teacher development

• Cheung, Marie Yin Mei English Language Centre, City University of Hong Kong

Evaluation & Research in Education, 13(2), 55-75, 1999

Routledge

1999

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBE 寫作之教學方法與效果
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• M 教師與教師教育
  • MA 教師之專業教育

Educational Innovation English Faculty Development Foreign Countries Inservice Teacher Education Secondary Education Secondary School Teachers Teacher Attitudes Writing Instruction Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育

This paper poses a modified Rogers (1995) model for the Innovation-Decision Process for designing in-service programmes for educational innovation. The proposal emerges from a study of eight in-service teachers struggling to implement an innovation - the process approach to teaching English writing in Hong Kong secondary schools over the course of a year. The findings appear to (1) substantiate the five stages described in the Rogers Model - Knowledge, Persuasion, Decision, Implementation and Confirmation - and (2) reveal complexities in an Implementation Stage when it is applied in the educational context which were not defined in the Rogers Model. The Implementation Stage is classified into four phases - Experiment, Adjustment, Mastery and Personalisation. Each phase is characterised by its own emerging phenomena and copying strategies. These findings provide a theoretical framework and principles for designing in-service programmes to address a process for change which would deepen teaching skills as will as the successful implementation of innovation.
[Copyright of Evaluation & Research in Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09500799908666947]

• 英文

期刊論文

• 09500790

• 10.1080/09500799908666947

https://bibliography.lib.eduhk.hk/tc/bibs/03fb20ae

2010-11-24