Understanding reflection for teacher change in Hong Kong

Understanding reflection for teacher change in Hong Kong

• Cheung, Wai Sing Liu Po Shan Memorial College, Hong Kong
• Wong, Jocelyn Lai Ngok Chinese University of Hong Kong

International Journal of Educational Management, 31(7), 1135-1146, 2017

Emerald Publishing Limited

2017

• 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
• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告

Foreign Countries Reflection Teaching Methods Educational Change Curriculum Student Needs Social Justice Equal Education Social Influences Semi Structured Interviews Elementary School Teachers Secondary School Teachers Teacher Attitudes

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Purpose: The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong. Design/methodology/approach: This study adopted narratives as the research design to unveil the contents of teachers' reflection and how the contents affect their change in teaching practices under education reforms. Findings: The study finds that teachers' reflection starts with completion of curriculum ("technical level"), then consideration of students' learning needs ("practical level") and finally, the social justice and equality ("critical level"). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom. Originality/value: This study underlines the value of reflection in the process of teacher change in their teaching practices.
[Copyright of International Journal of Educational Management is the property of Emerald Publishing Limited.]

• 英文

期刊論文

• 0951354X

https://bibliography.lib.eduhk.hk/tc/bibs/23d78817

2018-06-14