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postgraduate thesis: A case study of teachers' change

TitleA case study of teachers' change
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Seah, X. [佘溆渝]. (2012). A case study of teachers' change : The transition from the existing to the new secondary Chinese language curriculum in an international school in Hong Kong = Xianggang guo ji xue xiao jiao shi shi shi xin zhong xue Hua wen ke cheng zhi zhuan bian (ge an yan jiu). (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017873
Abstract本文通过个案研究,探究两位在香港国际学校任教中学一年级的华文教师,在实施现行与新华文课程的实际情况。研究主要通过课堂录像、教师访问与观课记录,阐述教师在实施新课程时的转变。本文也希望找出一些重要和具启发性的现象,进而总结影响教师转变的因素。本文综合运用了Fullan(1993)和Pennington(1995)的研究理论,以此为依据来设计理论架构。本研究发现在教师发展的过程中,三个阶段会同时间出现,特别是处于第一和第二阶段的时间。本研究也发现,教师实施新课程的时候,对教学目标格外重视,而且在教材选择与使用方面,以及教学活动的设计,都有明显的转变。针对影响教师转变的因素,研究显示课程的修订常促使教师在实际教学中有所调整。其次,教师积极参与新课程的筹备和教学工作,也能促进教师对新课程的理解与接受。当然,学生在课堂上的反应是直接影响教师转变的必要因素之一。本研究的结果可以帮助校方在全面推行新课程之前,预先了解教师在新课程实施方面所需的准备。学校行政人员也可以借鉴此研究的相关成果,为往后学校推行新课程作铺垫。 Using a case study approach, this paper explores the changes in two teachers when implementing the existing and new Chinese Language curriculum in the Secondary One level of an international school in Hong Kong. According to the findings yielded from several video-recordings, interviews and classroom observations, this study hopes to investigate the changes in the teachers when implementing the new curriculum. It also highlights some significant areas of concern, and concludes the critical factors that affect teachers’ change. The integration of Fullan’s (1993) and Pennington’s (1995) theories have been adopted as the theoretical framework for this study. Findings have shown that the three stages of teachers’ change can actually co-exist, and this is especially so for Stage One and Stage Two. Moreover, findings also show that the teachers began to place a greater emphasis on the teaching objectives. Significant teacher change is also observed in terms of the selection and application of teaching materials, as well as the design of learning activities. As for the critical factors which influence teacher change, the researcher found that the revision of the existing curriculum has encouraged teachers to adapt and adopt the changes. The active involvement of the teachers in the preparation and implementation of the new curriculum have also promoted a deeper understanding and hence, enabled teachers to better accept the new curriculum change. Inevitably, the students’ reaction in the classroom is a direct factor which affects teacher change. This study hopes to shed some light on the participating school about the situation that teachers will face when a new curriculum is in place. The results of this study will in turn enable the school to better prepare the other Chinese Language teachers in carrying out the new curriculum effectively. The administrative staff can also gain relevant experience which maybe helpful in the next round of curriculum review.
DegreeMaster of Education
SubjectChinese language - Study and teaching (Secondary) - China - Hong Kong - Case studies.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorSeah, Xuyu.-
dc.contributor.author佘溆渝.-
dc.date.issued2012-
dc.identifier.citationSeah, X. [佘溆渝]. (2012). A case study of teachers' change : The transition from the existing to the new secondary Chinese language curriculum in an international school in Hong Kong = Xianggang guo ji xue xiao jiao shi shi shi xin zhong xue Hua wen ke cheng zhi zhuan bian (ge an yan jiu). (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5017873-
dc.description.abstract本文通过个案研究,探究两位在香港国际学校任教中学一年级的华文教师,在实施现行与新华文课程的实际情况。研究主要通过课堂录像、教师访问与观课记录,阐述教师在实施新课程时的转变。本文也希望找出一些重要和具启发性的现象,进而总结影响教师转变的因素。本文综合运用了Fullan(1993)和Pennington(1995)的研究理论,以此为依据来设计理论架构。本研究发现在教师发展的过程中,三个阶段会同时间出现,特别是处于第一和第二阶段的时间。本研究也发现,教师实施新课程的时候,对教学目标格外重视,而且在教材选择与使用方面,以及教学活动的设计,都有明显的转变。针对影响教师转变的因素,研究显示课程的修订常促使教师在实际教学中有所调整。其次,教师积极参与新课程的筹备和教学工作,也能促进教师对新课程的理解与接受。当然,学生在课堂上的反应是直接影响教师转变的必要因素之一。本研究的结果可以帮助校方在全面推行新课程之前,预先了解教师在新课程实施方面所需的准备。学校行政人员也可以借鉴此研究的相关成果,为往后学校推行新课程作铺垫。 Using a case study approach, this paper explores the changes in two teachers when implementing the existing and new Chinese Language curriculum in the Secondary One level of an international school in Hong Kong. According to the findings yielded from several video-recordings, interviews and classroom observations, this study hopes to investigate the changes in the teachers when implementing the new curriculum. It also highlights some significant areas of concern, and concludes the critical factors that affect teachers’ change. The integration of Fullan’s (1993) and Pennington’s (1995) theories have been adopted as the theoretical framework for this study. Findings have shown that the three stages of teachers’ change can actually co-exist, and this is especially so for Stage One and Stage Two. Moreover, findings also show that the teachers began to place a greater emphasis on the teaching objectives. Significant teacher change is also observed in terms of the selection and application of teaching materials, as well as the design of learning activities. As for the critical factors which influence teacher change, the researcher found that the revision of the existing curriculum has encouraged teachers to adapt and adopt the changes. The active involvement of the teachers in the preparation and implementation of the new curriculum have also promoted a deeper understanding and hence, enabled teachers to better accept the new curriculum change. Inevitably, the students’ reaction in the classroom is a direct factor which affects teacher change. This study hopes to shed some light on the participating school about the situation that teachers will face when a new curriculum is in place. The results of this study will in turn enable the school to better prepare the other Chinese Language teachers in carrying out the new curriculum effectively. The administrative staff can also gain relevant experience which maybe helpful in the next round of curriculum review.-
dc.languagechi-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B50178738-
dc.subject.lcshChinese language - Study and teaching (Secondary) - China - Hong Kong - Case studies.-
dc.titleA case study of teachers' change-
dc.typePG_Thesis-
dc.identifier.hkulb5017873-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5017873-
dc.date.hkucongregation2012-

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