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

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TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Choi, T.H. & Walker, A.D. (2018). A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 72-84. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.013

Keywords