Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts
Publication in refereed journal

香港中文大學研究人員

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替代計量分析
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其它資訊
摘要This ethnographic study-cum-action research documents the cultivation of a community of practice for sustainable professional development among a group of 18 teachers of English as second language in Hong Kong through a series of planned efforts over 10 months. By juxtaposing the theory-driven planned efforts and the spontaneous actions and interactions of the teachers, we aim to chart the way or ways teachers learn and develop as a professional and as a community of practice. Extrapolated from field notes, reflective journals, position papers, and evaluative comments, the authors learn that sensitivity, self-awareness, honesty, and facilitation helped iron out tensions and dissonances arising out of different personalities and different teaching approaches. Unexpected group synergy arising from interactions of experienced and novice teachers, and of teachers from different backgrounds helped bring out the expertise from each teacher. Yet, their communal responsibility faded when they returned to their respective schools. Selected experiences demonstrate that sustainable teacher professional development requires strong individual commitment and support from schools, parents, and the wider educational community.
著者Mak B, Pun SH
期刊名稱Teachers and Teaching: Theory and Practice
出版年份2015
月份1
日期2
卷號21
期次1
出版社ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
頁次4 - 21
國際標準期刊號1354-0602
電子國際標準期刊號1470-1278
語言英式英語
關鍵詞community of practice; Hong Kong ESL teachers; sustainable teacher professional development; teacher learning
Web of Science 學科類別Education & Educational Research

上次更新時間 2020-13-10 於 02:12