A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation

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Author(s)
Choi, Tae-Hee
Walker, Allan David
Griffith University Author(s)
Year published
2018
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This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform ...
View more >This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform characteristics could contribute to teachers' positive perceptions of and experience with reforms.
View less >
View more >This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform characteristics could contribute to teachers' positive perceptions of and experience with reforms.
View less >
Journal Title
TEACHING AND TEACHER EDUCATION
Volume
74
Copyright Statement
© 2018 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education