A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation
A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation
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. Copyright © 2018 Elsevier Ltd. All rights reserved.
72-84
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Allan David, WALKER
af71f02d-8e21-49a8-bbfd-333f06efe23d
3 May 2018
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Allan David, WALKER
af71f02d-8e21-49a8-bbfd-333f06efe23d
Choi, Tae-Hee and Allan David, WALKER
(2018)
A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation.
Teaching and Teacher Education, 74, .
(doi:10.1016/j.tate.2018.04.013).
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 characteristics could contribute to teachers' positive perceptions of and experience with reforms. Copyright © 2018 Elsevier Ltd. All rights reserved.
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Published date: 3 May 2018
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Local EPrints ID: 470797
URI: http://eprints.soton.ac.uk/id/eprint/470797
ISSN: 0742-051X
PURE UUID: ca1313b8-479a-43c4-be11-9c8463097fd5
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Date deposited: 20 Oct 2022 16:34
Last modified: 17 Mar 2024 04:16
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Author:
Tae-Hee Choi
Author:
WALKER Allan David
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