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

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    WALKER197023.pdf (551.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Choi, Tae-Hee
    Walker, Allan David
    Griffith University Author(s)
    Walker, Allan D.
    Year published
    2018
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    Abstract
    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 ...
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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 characteristics could contribute to teachers' positive perceptions of and experience with reforms.
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    Journal Title
    TEACHING AND TEACHER EDUCATION
    Volume
    74
    DOI
    https://doi.org/10.1016/j.tate.2018.04.013
    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
    Publication URI
    http://hdl.handle.net/10072/383793
    Collection
    • Journal articles

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