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Home > Society and Social Sciences > Education > Professional Development Through Collaborative Teaching: A Case Study in a Secondary School
Professional Development Through Collaborative Teaching: A Case Study in a Secondary School

Professional Development Through Collaborative Teaching: A Case Study in a Secondary School


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About the Book

This dissertation, "Professional Development Through Collaborative Teaching: a Case Study in a Secondary School" by Tak-wing, Chan, 陳德穎, 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 Professional Development Through Collaborative Teaching: A Case Study in a Secondary School submitted by Chan Tak Wing For the degree of Master of Education at the University of Hong Kong August, 2003 This study examines the skills and knowledge development of teachers through the implementation of collaborative teaching. Collaborative teaching refers to the joint planning, implementation and evaluation of lessons by teachers in order to have well-prepared lessons to students, thus fostering the learning progress of students. The Curriculum Development Council in Hong Kong also promotes collaborative teaching as a kind of professional development activity for teachers because it provides a base for teachers to exchange their experience and teaching practice. Through the joint effort of teachers in lesson planning, they are confident in trying out new learning and teaching strategies, designing school-based curriculum and assessment, thus transforming their workplace into a learning community. The research objectives were to: (1) identify the skills and knowledge development of teachers through the implementation of collaborative teaching, and (2) explore the difficulties teachers encountered in its implementation. An interpretive case study paradigm was adopted by which education is considered to be a process and collaborative teaching is a lived experience for teachers in the school under research to participate. In order to yield an intensive and holistic description of its implementation, multiple sources of evidence were obtained by both qualitative and quantitative research methods. The findings are based on 40 questionnaires and 9 semi-structured interviews that were collected in a secondary school, supplemented by documentary analysis and participant observation. Findings reveal that teachers are professionally developed through the practice of collaborative teaching. Teachers particularly improve their teaching strategies and subject knowledge and they are confident in trying out new teaching methods. Among the peer-coaching cycle, pre-lesson planning is particularly useful in acquiring new teaching techniques and knowledge. Time constraint is regarded as the major perceived problem. Teachers expressed that more freedom in selecting time, subjects, student levels and colleagues for collaboration facilitate a higher-order professional development. The findings suggest that professional development; job satisfaction and empowerment of teachers exist in 'contrived collegiality' mentioned by Hargreaves. DOI: 10.5353/th_b2772898 Subjects: Teaching teams - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes


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Product Details
  • ISBN-13: 9781374717336
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 104
  • Sub Title: A Case Study in a Secondary School
  • Width: 216 mm
  • ISBN-10: 1374717339
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 8 mm
  • Weight: 540 gr


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