Examining professional development models to foster pedagogical change in reduced-size classes: what works best?

Abstract

This presentation will share findings from a study that examined three different professional development models on promoting an alternate pedagogy in small classes in Hong Kong secondary schools: teachers' learning circles at the district level, innovative learning environments at individual school level, and building on the student voice in schools to enact reflection and change in teachers' pedagogy and students' learning. This paper sits at the intersection of the interrelationship between three key areas of classroom research: pedagogy, class size, and teachers' professional development. The starting point for this study was the question of what pedagogy is most appropriate for small, ore reduced-size classes. While teachers appear to universally welcome smaller classes, there is a substantial body of research which suggests that teachers do not change their practice when moving from large classes to smaller ones. As a result, professional development is seen as the key to bringing about a change in teaching practices in reduced-size classrooms (Graue, Hatch, Rao & Oen, 2007; Harfitt, 2014). Galton and Pell (2009) note that professional development is crucial in helping teachers to adapt their teaching in reduced-size classes which have become more common in Hong Kong as a result of government policy and individual school curriculum planning. The research presented in this study was carried out over the course of two years and followed six experienced English language teachers who underwent different forms of professional development to support their teaching of small classes. To shed light on the impact of these professional development initiatives, I draw on case study methodology. By taking a particular case and understanding it well, it was possible to determine what it was and what it did. My data set includes interviews with teachers, students and school managers, transcriptions of teachers' interactions in professional learning circles and classroom observational data from reduced-size classes. Findings demonstrate that teachers responded positively to all three models of professional development, but that the learning circles of teachers from a cluster of neighbouring schools had the most significant and sustained impact on teachers and their teaching. Results suggest that the key to pedagogical change in smaller classes stems from the development of a collaborative culture among teachers from different schools rather than through ‘top-down' initiatives aimed at teachers' individual development at an individual school level. Implications for teachers' professional development and good practices in reduced-size classes will also be presented.