How Learning Study Could Empower Teachers to Embrace Education Initiatives through Research-Practice Partnership in Hong Kong

Autor/in	Ko, Po Yuk
Titel	How Learning Study Could Empower Teachers to Embrace Education Initiatives through Research-Practice Partnership in Hong Kong
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 1, S.76-93 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ko, Po Yuk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2022.2031873
Schlagwörter	Teacher Empowerment; Educational Change; Theory Practice Relationship; Research and Development; Partnerships in Education; Foreign Countries; Teaching Methods; Trust (Psychology); Lesson Plans; Teacher Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Bildungsreform; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Hochschulpartnerschaft; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Hongkong
Abstract	The issue of the "research-practice gap" has been a long-standing concern in the education community. To tackle this issue, there is a growing interest in research-practice partnerships (RPPs) to connect research with practice by providing solutions for improving practice in schools. Although studies have reported that constructive relationship would produce positive outcomes, establishing long-term and mutually beneficial RPPs requires further investigation. In Hong Kong, the Learning Study (LS) approach with Variation Theory derived from phenomenology as the theoretical framework for pedagogical design has been adopted as a RPP model and has sustained for two decades. Like many RPPs models, LS approach has been facing different challenges when teachers are increasingly held accountable for meeting new demands from education reform. In this respect, this paper explores the challenges and strategies of the LS approach as a RPP model and its conditions of success. It reports a case study of how a group of English Language teachers adopting a LS approach while integrating education initiatives in their instructional design. The findings have identified trust building, teacher's capacity building and visible outcomes as possible key factors of effective RPP model. This paper may shed light on the implementation of research-practice partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01