Comparing teaching practices and school contexts of effective teachers and teaching awardees: A lesson from Hong Kong

Comparing teaching practices and school contexts of effective teachers and teaching awardees: A lesson from Hong Kong

• Ko, Yue On James The Education University of Hong Kong
• Lam, Elaine The Education University of Hong Kong
• Qian, Haiyan The Education University of Hong Kong
• Walker, Allan David The Education University of Hong Kong

ERAS International Conference and WERA Focal Meeting 2023 (2023: Singapore)

• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• M 教師與教師教育
  • MH 教師評鑑︰教師效能

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper reports the preliminary findings of an ongoing project to understand and compare the teaching practices and their contexts of teachers regarded by principals of some outstanding schools and the accomplished teachers who were awarded The Chief Executive's Award for Teaching Excellence (CEATE) by the Education Bureau in Hong Kong (Education Bureau, 2023) for their exemplary teaching practices. Most education systems, including Hong Kong and the USA, rely on principals to identify effective teachers, evidence of principals' subjective performance evaluations of teachers was reliable for identifying teachers who generated the most significant and most negligible achievement gains in students than those in the midrange (Jacob & Lefgren, 2008). Fifty-eight teachers from thirteen primary, secondary and special school sectors were recruited for lesson observations and interviews. The overall teaching quality between the two groups of teachers in systematic classroom observations was similar, suggesting that CEATE teachers did not necessarily perform significantly better in teaching. Interviews revealed that CEATE awards reflected incidental collaborations of teachers that were hard to replicate by other individual teachers or subject departments. Teacher learning networks also played a significant role where a mentor could support junior teachers. Distributed leadership promote collective capacities through organizational culture rather than enacting school policies and initiatives. These results contributed to establishing a new theoretical model that extends Gu and Day's (2007) teacher resilience theory to explain the professional growth of teachers and leaders as a function of context and organizational capacity in addition to resilience for achieving teaching quality sustainability. Copyright © 2023 World Education Research Association.

Paper presented at ERAS International Conference and WERA Focal Meeting 2023, Singapore.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/7387663f

2024-08-08