Educational reforms and the practices of professional learning community in Hong Kong primary schools

Educational reforms and the practices of professional learning community in Hong Kong primary schools

• Pang, Sun Keung Nicholas The Chinese University of Hong Kong
• Wang, Ting University of Canberra, ACT, Australia
• Leung, Lai Mei Zoe The Chinese University of Hong Kong

Asia Pacific Journal of Education, 36(2), 231-247, 2016

Routledge

2016

• 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
• Q 教育體系與各級學校
  • QC 小學教育

Educational Reform Professional Learning Communities Hong Kong School Improvement Teacher Learning

• Hong Kong

• 1997.7 onwards

• 小學教育

This study explored the characteristics of professional learning communities (PLCs) in Hong Kong primary schools. It investigated the profiles of the strengths of professional learning community in schools under study and particularly examined the practices in schools which were identified as strong PLCs. It extends research on PLCs in the Hong Kong context and formulates a quantitative perspective to compare and validate PLC variables across schools in Hong Kong. The Professional Learning Community Questionnaire (PLCQ) for Hong Kong schools was developed to assess the PLC practices in six different areas: leadership for teacher learning, collaborative learning capacity, student-focused orientation, a culture of sharing, mutual understanding and support, and continuous professional development. A composite construct, the Professional Learning Community Index (PLCI) expressed in quantitative terms was utilized to assess the strength of PLC in a school. The research findings show that within the schools which were identified as strong professional learning communities, both the school leaders and teachers had strong emphases on the six subscales of the PLC practices.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188791.2016.1148852]

• 英文

期刊論文

• 02188791

• 10.1080/02188791.2016.1148852

https://bibliography.lib.eduhk.hk/tc/bibs/f0851842

2016-04-25