Sustaining teacher change through participating in a comprehensive approach to teaching Chinese literacy

Sustaining teacher change through participating in a comprehensive approach to teaching Chinese literacy

• Tse, Shek Kam Faculty of Education, University of Hong Kong
• Ip, Olivia King Ming Dept. of Management, City University of Hong Kong
• Tan, Wei Xiong Faculty of Education, University of Hong Kong
• Ko, Hwa Wei Graduate Institute of Learning and Instruction, Taiwan National Central University, Taiwan

Teacher Development, 16(3), 361-385, 2012

Routledge

2012

• G 課程與教學:個別教學範疇
  • GA 中文
• F 教與學
  • FA 一般教學方法、各種施教方法
• F 教與學
  • FG 教室管理和控制
• F 教與學
  • FH 教室溝通

Taiwan Hong Kong Elementary Education Educational Strategies International Educational Exchange Teacher Attitudes Protocol Materials Language Teachers Classroom Techniques Outcomes of Education Focus Groups Instructional Improvement Classroom Observation Techniques Teaching Experience Inservice Teacher Education Educational Change Performance Factors Teaching Methods Teacher Improvement Teacher Exchange Programs School Visitation Sustainability Achievement Gains Pedagogical Content Knowledge Change Strategies

• Hong Kong
• Taiwan

• 1997.7 onwards

• 小學教育

An overview is presented of a three-year project aimed at helping Chinese language teachers in Taiwan refine ways that Chinese, an ideographic language that differs markedly from alphabetic English, is taught in primary schools. Guided by university staff in Taiwan, Hong Kong University and a Taiwanese non-government social enterprise, 20 experienced Taiwanese Chinese language teachers visited Hong Kong, observed literacy lessons, held in-depth discussions with principals and teachers, and engaged in seminars that helped them reflect on ways to modify practice in Taiwan. Back in Taiwan, they tried out techniques witnessed in Hong Kong, shared their experiences with colleagues in and beyond their own school, and evaluated their relevance for language teaching in Taiwan. Experiences were exchanged via practical demonstrations of techniques, video-recordings of lessons, accounts of new ways to teach Chinese, interviews and progress reports on an Internet forum. The outcomes are an example of positive teacher change.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.722439]

Contains 2 figures

• 英文

期刊論文

• 13664530

• 10.1080/13664530.2012.722439

https://bibliography.lib.eduhk.hk/tc/bibs/59a44316

2014-01-18