File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Liberated to learn: Teacher education as transformation of relationships

TitleLiberated to learn: Teacher education as transformation of relationships
Authors
Issue Date2014
PublisherTaylor & Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/1682-3206
Citation
Education as Change, 2014, v. 18, Suppl. 1, p. S47-S61 How to Cite?
AbstractThis paper reports on a process of curriculum innovation for a pedagogy course with a focus on the perceptual gaps between teacher educators and student teachers. As a collaborative inquiry by teacher educators, it was a response to government-led education reform for a new subject at senior secondary level – Liberal Studies – which aimed to cultivate citizenship with humanitarian values. Observing critical discourse and community learning as desirable pedagogical principles to nurture a new generation of teachers for social awareness and commitment to citizenship, the curriculum innovation began with recognition of student teachers' lack of readiness to embrace such learning orientations due to the pre-university approach to learning for examination performance. The challenges were met with the design of assessment tasks that shaped independent thinking and collaborative inquiry, while building relationships in multiple human and conceptual dimensions. Through analysis of a flow of episodes, the paper captures the meaning of the processes of liberation to learn, and concludes with depiction of a growth model for transformation of relationships amidst a performance-related assessment culture.
Persistent Identifierhttp://hdl.handle.net/10722/203476
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorKwo, OWYen_US
dc.contributor.authorFung, CLen_US
dc.date.accessioned2014-09-19T15:16:52Z-
dc.date.available2014-09-19T15:16:52Z-
dc.date.issued2014en_US
dc.identifier.citationEducation as Change, 2014, v. 18, Suppl. 1, p. S47-S61en_US
dc.identifier.urihttp://hdl.handle.net/10722/203476-
dc.description.abstractThis paper reports on a process of curriculum innovation for a pedagogy course with a focus on the perceptual gaps between teacher educators and student teachers. As a collaborative inquiry by teacher educators, it was a response to government-led education reform for a new subject at senior secondary level – Liberal Studies – which aimed to cultivate citizenship with humanitarian values. Observing critical discourse and community learning as desirable pedagogical principles to nurture a new generation of teachers for social awareness and commitment to citizenship, the curriculum innovation began with recognition of student teachers' lack of readiness to embrace such learning orientations due to the pre-university approach to learning for examination performance. The challenges were met with the design of assessment tasks that shaped independent thinking and collaborative inquiry, while building relationships in multiple human and conceptual dimensions. Through analysis of a flow of episodes, the paper captures the meaning of the processes of liberation to learn, and concludes with depiction of a growth model for transformation of relationships amidst a performance-related assessment culture.en_US
dc.languageengen_US
dc.publisherTaylor & Francis. The Journal's web site is located at http://www.tandf.co.uk/journals/1682-3206en_US
dc.relation.ispartofEducation as Changeen_US
dc.rightsThis is an electronic version of an article published in Education as Change, 2014, v. 18, Suppl. 1, p. S47-S61. The article is available online at: http://www.tandfonline.com/doi/abs/10.1080/16823206.2014.882267-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleLiberated to learn: Teacher education as transformation of relationshipsen_US
dc.typeArticleen_US
dc.identifier.emailKwo, OWY: wykwo@hkucc.hku.hken_US
dc.identifier.emailFung, CL: clfung@hku.hken_US
dc.identifier.authorityFung, CL=rp01655en_US
dc.description.naturepostprint-
dc.identifier.doi10.1080/16823206.2014.882267en_US
dc.identifier.hkuros237916en_US
dc.identifier.volume18en_US
dc.identifier.spageS47en_US
dc.identifier.epageS61en_US
dc.identifier.isiWOS:000334058900005-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats