Abstract:
This project aimed to develop a framework of procedural knowledge of teaching of school teachers. An in-depth qualitative study on four experienced and expert secondary school teachers who specialized in teaching four different subjects (i.e. Chinese Language, English Language, Mathematics and Liberal Studies) was conducted, through simulated-recall interviews and classroom observation, to identify (1) a tentative framework of procedural knowledge in classroom teaching, both specific and generic across subjects, (2) the knowledge domains specific to manage classroom/facilitate student learning. The teachers were selected by the school principal based on a set of criteria of teaching performance. Based on the findings, suggestions were made on how procedural knowledge of teaching can be applied to teacher education courses and approaches. A selection of representative video clippings on expert teachers’ exemplary lessons was produced and disseminated via Active Classroom: http://www.ied.edu.hk/aclass/, providing resources for teacher professional development of teachers on topics related to curriculum, pedagogical practices and classroom management. The project outputs can also be used to support teaching of the current courses and for further development of courses in teacher education programmes.
Code:
T0103
Principal Project Supervisors:
Keywords provided by authors:
Subjects:
Start Date:
01 Aug 2011
End Date:
31 May 2012
Status:
Completed
Result:
A framework of procedural knowledge development was resulted from the study on sample teachers. It identifies the core of teacher training on “how teachers enact teaching”, which is to base on the action eing performed by the teacher on the spot in the classroom – the action that registering what is taking place in conducting teaching. We found that for each teacher, there was: (1) a generally consistent profile of a lesson, (2) a set of considerations with regard to beliefs of teaching, curriculum conceptions, subject matter consideration, identified effective teaching strategies and school parameters and protocols, and (3) a concern of the socio-emotional domains in teaching. It provides particular strands for further study such as comparing exemplary and novice teachers, subject variables, socio-emotional factors and school influences.
The project postulates the importance of teacher training is on training of abilities of teachers in the enactment level of teaching, and the prominent place of reflection in teacher education. Implications were suggested: 1. strengthening generic skills and subject matter knowledge development, and self-development in prospective teacher training, 2. preparing teachers by modeling them to be exemplary teachers, 3. strengthening pedagogical knowledge in teacher education programme, particularly on the competencies of achieving learning, teaching and assessment, 4. proposing peer observation and micro teaching as effective means of learning for teachers, 5. strengthening field practice and connection to campus-based learning.
Impact:
The project deliverables including videos, teaching materials, and teacher reflection were disseminated widely within and beyond the institute, reaching other teacher training providers and the school community. The materials can be applied for use for teacher training and school based teacher professional development. It also benefits teacher educators in considering the curriculum and delivery approach of teacher training courses, especially the Professional Studies strand to support both prospective and in-service teacher training. The suggestions of training teachers through authentic learning and tracking the process of learning in classroom by stage were suggested, it provides thinking protocols of balancing academic based studies and field experience.
Additionally, the opportunity of exchange and proactive dialogue between academics and teachers was found to be beneficial for both the participating teachers and research team, suggesting the focus of training and teaching for acquiring learning achievements and professional competencies for students at different levels.
As a whole, the project contributes to the literature by proactively promoting school-institute collaboration as a collaborative effort in the research in teaching as the pathway of teacher training.
Deliverables:
Teaching and Learning Resources/ Materials
Lam, B. H., Chan, K. W., Cheng, C. K. E., Lim, C. P., Zhang, Y. (2012). Studying exemplary teachers: A field instrument booklet. The Hong Kong Institute of Education.https://repository.eduhk.hk/en/publications/6b06927b-8cb7-43eb-a94b-ce37...
Lam, B. H., Chan, K. W., Cheng, C. K. E., Lim, C. P., Zhang, Y. (May 2012). A Video Series on Studying Procedural Knowledge of Teaching. The Hong Kong Institute of Education. https://repository.eduhk.hk/en/publications/d23e3c12-a15a-48e9-8349-a5ea...
Seminars/Presentations/Sharing Session
Lam, B. H. (2012). “How exemplary teachers enact teaching – Report on a Pilot Study” presented at Departmental Conference of Department of Curriculum and Instruction. The Hong Kong Institute of Education on 31 May 2012.
Reports
Lam, B. H. (2012). Developing a framework of procedural knowledge development for classroom teaching and proposing its application to teacher education. A technical report on a teaching development project (2011-2012). The Hong Kong Institute of Education.https://repository.eduhk.hk/en/publications/ef103985-a196-4a19-887a-356e...
Financial Year:
2010-11
Type:
TDG