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The Impact of Learning Study on Teachers' Professional Development

The Impact of Learning Study on Teachers' Professional Development


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About the Book

This dissertation, "The Impact of Learning Study on Teachers' Professional Development" by Siu-hong, Chiu, 趙少康, 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 This study aims at investigating the impact of learning study, which is grounded on the variation theory, on teachers' professional development and on teachers' ways of experiencing collaboration. In this learning study, three abstract concepts in electrochemistry were chosen as the objects of learning. Two classes in Secondary four were taught in two lessons following the lesson design based on the variation theory, while a third class serving as the control was not. By analyzing the results obtained from the pre- and post-tests given to all the classes, the effectiveness of the variation theory on improving student learning was investigated. This piece of information was then used as the premise for the chemistry teacher who participated in this study to reflect on her own teaching as well as the nature of teacher collaboration during the two individual interviews administered before and after the conduct of the learning study. The interview data, which were triangulated with the reflective journal written by the teacher, helped to trace her professional development in the course of the learning study. The professional development of the researcher was also studied based on his own reflective journal. All data collected were then analyzed using the conceptual framework proposed by Little (2001) in which professional development was iii categorized into four domains: as collaboration and community, as inspiration and goal-setting, as knowledge and skill development, and as inquiry. Results showed that this learning study broadened the teacher's view on teacher collaboration, inspired her to focus more on student learning, positively changed her goal of teaching, reinforced her need to learn more, enhanced her teaching skills and enlightened her that teachers could be researchers. It also strengthened the researcher's belief in creating a 'learning atmosphere' in his subject panel and creating the "space of learning" in his teaching, built up his confidence in using different patterns of variation and allowed him to reflect on his own teaching practice. iv DOI: 10.5353/th_b3566996 Subjects: Experiential learning Teacher effectiveness - China - Hong Kong Chemistry - Study and teaching (Secondary) - China - Hong Kong


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Product Details
  • ISBN-13: 9781361451267
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 302
  • Weight: 703 gr
  • ISBN-10: 1361451262
  • Publisher Date: 27 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 16 mm
  • Width: 216 mm


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