The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong

The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong

• Loh, Elizabeth K. Y. The University of Hong Kong
• Tam, Loretta C. W. The University of Hong Kong

Teacher Development, 21(3), 462-479, 2017

Routledge

2017

• F 教與學
  • FA 一般教學方法、各種施教方法
• G 課程與教學:個別教學範疇
  • GA 中文
• M 教師與教師教育
  • MA 教師之專業教育

Education--Teaching Methods and Curriculum Language Teachers Professional Development Emotionality Perceptual Change Experiential Learning Education Reform Teachers Chinese Languages Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready for or even resist changes amid new challenges and paradigm changes. This case study highlights the role of emotionality as a key factor for successful teacher change by proposing a local adaptation of the classic model, while pointing out that a combined mode of support inclusive of collective lesson preparation and teaching demonstrations/practical sessions in professional development programs is a key element that helps facilitate teachers' change and provides teachers with experiential learning opportunities and enhanced confidence, leading to their voluntary adoption of the approach and gradual change in their beliefs and attitudes after witnessing the feasibility and effectiveness of the newly introduced concepts.
[© 2017 Teacher Development]

• 英文

期刊論文

• 13664530

• 10.1080/13664530.2016.1266381

https://bibliography.lib.eduhk.hk/tc/bibs/552e98e8

2017-10-09