The impact of teacher-change agency partnerships on teacher learning: Learning through project learning

The impact of teacher-change agency partnerships on teacher learning: Learning through project learning

• Chu, Ka Wing

2005

• M 教師與教師教育
  • MA 教師之專業教育

Teacher Education Curricula Teaching

• Hong Kong

• 1997.7 onwards

• 小學教育

Over the last decade, educational reformers in Hong Kong have targeted teacher development and learning as a key area of need. As part of this movement, different external change agencies began developing partnerships with school as attempts to enhance the quality of teacher professional development. Such partnerships have operated for a number of years, but, to date, their efficacy has been largely unexplored. This research, taking teachers' implementation of project learning as an example, aims to explore the impact of teacher-change agency partnerships on teacher learning. The study is important in helping educators to better understand the difficulties teachers face when engaging in changes and also teachers' learning need. This research also reveals the effects of teacher-change agency partnership and its impact on teacher learning. This study can shed lights on ways of curriculum change and teacher development.
The research posed four questions: (1) What difficulties do teachers face while carrying out project learning in school? (2) What kind of learning did teachers experience while involved in the teacher-change agency partnership? (3) Within the context of educational change, did teacher-change agency partnerships have an impact on teacher learning? (4) What do teacher-change agencies need to consider if partnership is to achieve positive results?
Five experienced primary school teachers were involved in the study. In-depth interviews and non-participatory observation were used to collect data. Based on thick description of five cases individually and a comprehensive comparison among them, the research revealed: (1) Teacher trainers need to take a multi-dimensional view to study the difficulties teachers encountered in implementing reform initiatives; (2) Teacher learning should take account of both "teacher" and "learning". The research highlighted that teacher professional development and personal growth are closely interrelated; (3) In different sectors (such as, the starting point of learning, the learning task, learning methods, the learning approach, learning progress and learning support), as well as at different levels, (such as, supportive vs. accelerative), teacher-change agency partnerships may have a positive influence on teacher learning. However, the professional capacity of the change agency, and the unique needs of the school played a crucial role in shaping the efficacy of the relationship between both partners and also the level of teacher learning.
To conclude, based on the five personal narratives and with reference to relevant literature review, the research suggested that a broader discussion is needed in the area, and recommended a conceptual framework which may guide further development.

EdD

Chinese University of Hong Kong

Hong Kong

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2444

• 英文

博碩士論文

• 9780542759956

https://bibliography.lib.eduhk.hk/tc/bibs/b63ec822

2010-12-16