Implementing Practitioner Research as a Teacher Professional Development Strategy in an Asia-Pacific Context

Autor/inn/en	Cheng, May M. H.; Li, Dora D. Y.
Titel	Implementing Practitioner Research as a Teacher Professional Development Strategy in an Asia-Pacific Context
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, May M. H.) ORCID (Li, Dora D. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1708627
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Researchers; Liberal Arts; Program Effectiveness; Faculty Development; College School Cooperation; Context Effect; Teacher Attitudes; Geographic Regions; Teacher Collaboration; Urban Schools; Academic Achievement; Learner Engagement; Student Diversity; Teaching Methods; Teacher Role; Feedback (Response); Reference Materials; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Lehrerforschung; Lehrerverhalten; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Literaturnachweis; Hongkong
Abstract	This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers' roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01