Comparison of teacher agency for collaboration within and across curriculum teams

Comparison of teacher agency for collaboration within and across curriculum teams

• Lau, Ivy T. Y. ELCHK Lutheran Academy, Hong Kong

Teacher Development, 25(4), 515-533, 2021

Routledge

2021

• Q 教育體系與各級學校
  • QG 成人教育、終身及延續教育
    • QGB 專業持續教育

Collaboration Discourse Analysis Ethnography Professional Learning Teacher Agency

• Hong Kong

• 1997.7 onwards

• 中學教育

Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning. Copyright © 2021 Routledge.

• 英文

期刊論文

• 13664530

• 10.1080/13664530.2021.1942971

https://bibliography.lib.eduhk.hk/tc/bibs/0d0490ea

2022-04-20