Conceptualising the broker teacher's role: Insights from Hong Kong

Conceptualising the broker teacher's role: Insights from Hong Kong

• Ho, Chun Sing Maxwell The Education University of Hong Kong
• Qian, Haiyan The Education University of Hong Kong
• Liu, Lucas Chiu Kit The Education University of Hong Kong

Review of Education, 13, 2025

Wiley

2025

• R 教育政策與管理
  • RC 教育規劃及決策程序、教育體系行政
• 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

Broker Teachers Brokerage Cross-sector Partnerships Innovation

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

In today's evolving educational landscape, the ‘broker teacher’ plays a pivotal role. These educators manage cross-sector partnerships involving government, business and non-profit sectors to introduce innovative practices in schools. This study seeks to explore broker teachers' nuanced roles and the perceptions, which have not yet been extensively studied. Applying the Zaltman Metaphor Elicitation Technique, our research focuses on broker teachers in Hong Kong, investigating how they enact their roles and influence innovative practices through these partnerships. By focusing on the perspective of broker teachers, this study diverges from previous research that often concentrated on schools' external partners. As such, the study highlights the unique challenges and opportunities that broker teachers face as agents of change. In three case studies, we show how broker teachers align their roles with the stakeholders' expectations during school initiatives. The findings unearth the dynamic nature of broker teachers' roles, highlighting the need for explicit role definitions and robust support structures. These elements are fundamental for broker teachers to effectively navigate the complexities of cross-sector partnerships and to drive sustainable educational reforms. Context and implications Rationale for this Study: Schools' cross-sector partnerships are rapidly developing to drive educational innovation. Research understood these partnerships as brokering activities. However, educational brokering is under-studied from the perspective of the broker teacher, who is in charge of the partnership from within the school. Why the New Findings Matter: This study investigated the nuanced roles of broker teachers, highlighting their more specific roles. For practitioners, this study underscores the importance of clear role definitions and robust support structures for broker teachers to effectively manage cross-sector collaborations. Implication for Policy and Practitioner: Policy makers may find the insights useful for developing frameworks that support broker teachers in their intermediary roles, ensuring the sustainability of educational innovations. Researchers can build on the dynamic role conceptualisation to explore further how broker teachers navigate between different stakeholders and how these interactions influence educational outcomes. This study invites a re-evaluation of how educational reforms and collaborations are structured and supported at both the policy and practice levels. Copyright © 2025 The Author(s). 

• 英文

期刊論文

• 20496613

• 10.1002/rev3.70054

https://bibliography.lib.eduhk.hk/tc/bibs/88f05bf8

2025-11-04