A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers' beliefs and practices regarding vocabulary teaching and learning
- A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers' beliefs and practices regarding vocabulary teaching and learning
- System, 110(0), 2022
- Hong Kong
- 1997.7 onwards
- Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted her practice minimally despite reporting belief changes. The findings revealed the role of dialogic reflection in facilitating professional learning and noted the potential impact of Chinese culture on teachers' dialogic reflection. Further, they showed that changes in practice are mediated by internalising new ideas, linking teacher beliefs with clear goals and contextual factors including institutional policies, time constraints, and learner feedback. Teachers' verbal participation in professional dialogues, for example, showing agreement with the suggestions of others, was insufficient for generating changes in practices. Implications, including the important roles of reflexivity and sociocultural contexts in teacher professional development programmes, along with directions for future research, are considered. • Social interaction and idea internalisation contribute to teacher development. • Exploring beliefs based on multiple lenses fosters professional development. • Change in practice is affected by beliefs, reflexivity, and contextual factors. • Only overt verbal participation in professional dialogues does not assure change. • Culture plays a significant role in teachers' dialogic exchanges of views. Copyright © 2022 Elsevier.
最近的期刊論文Artificial Intelligence (AI) literacy in early childhood education: An intervention study in Hong Kong
期刊論文Instilling the need for academic honesty into Hong Kong university students: How well are we doing?
期刊論文Defining language goals in EMI: vocabulary demand in a high-stakes assessment in Hong Kong
期刊論文Psychosocial well-being among undergraduate students in Hong Kong and Kazakhstan
期刊論文Remote learning and mental health during the societal lockdown: A study of primary school students and parents in times of COVID-19
期刊論文School financial education and parental financial socialization: Findings from a sample of Hong Kong adolescents
期刊論文Kindergarten teachers’ knowledge of and beliefs in the influence of music and movement on children’s self-regulation
期刊論文Assessing the connection between overeducation and migration intention in Hong Kong’s young working adults