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Home > Society and Social Sciences > Education > Curriculum Change and Professional Development: The Impact of the Introduction of a Drama Curriculum on the Competence of Teachers
Curriculum Change and Professional Development: The Impact of the Introduction of a Drama Curriculum on the Competence of Teachers

Curriculum Change and Professional Development: The Impact of the Introduction of a Drama Curriculum on the Competence of Teachers


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About the Book

This dissertation, "Curriculum Change and Professional Development: the Impact of the Introduction of a Drama Curriculum on the Competence of Teachers" by Siu-Lun, Cheng, 鄭兆麟, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled Curriculum Change and Professional Development: The impact of the introduction of a drama curriculum on the competence of teachers submitted by Cheng Siu Lun For the degree of Master of Education at the University of Hong Kong August, 2006 This study examines how the introduction of a drama curriculum affects teacher professional development. It was performed at 11 primary schools in Hong Kong that joined in the pilot drama curriculum project conducted by the Ming Ri Institute for Arts Education Limited. The fundamental view adopted is that teacher change is identical to learning and professional development, and that the introduction of drama curriculum influences teacher professional development. The study was conducted at multiple sites. Data were collected from 12 project teachers from six of the schools involved. Two types of drama curriculum were used. Results were derived by analysing the continuum of drama in education, learning theories and Clarke and Hollingsworth's interconnected model of professional growth (2002). The findings i showed that type B drama curriculum-the creative based drama curriculum-demonstrated a greater growth impact on teacher professional development than type A-the script based drama curriculum. Teachers became more student-centered and more competent. This resulted from the nature of Type B drama curriculum in the focus on cultivating students' generic skills and promoting process-oriented as its pedagogy. This drama conception is totally in match with the paradigms shift to student-centred in the curriculum reform. Contextual culture was also the factor affecting teachers' growth from the introduction of a drama curriculum. It showed that teachers in Hong Kong "find shelter" in textbooks, especially when they were encountering uncertainty and difficulties with changes in curriculum. In the process, their professional development was affected also. The implication was that the paradigms shift to student centred learning might be the solution. The selection of the type of drama curriculum turned out to be the main factor that affected the teachers' growth in the context of text-book oriented culture in Hong Kong primary school. This might be also the dominated factors affecting the success of the development of drama arts education. ii DOI: 10.5353/th_b3761004 Subjects: Drama - Study and teaching (Elementary) - China - Hong Kong Curriculum change - China - Hong Kong Teacher effectiveness - China - Hong Kong Acting teachers - China - Hong Kong


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Product Details
  • ISBN-13: 9781361447192
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 182
  • Sub Title: The Impact of the Introduction of a Drama Curriculum on the Competence of Teachers
  • Width: 216 mm
  • ISBN-10: 1361447192
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 10 mm
  • Weight: 435 gr


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