The contributions of Learning study to teaching engagement in research in an Asian setting

Abstract

Globalization leads to the increasing number of minority language learners (MLL) in Hong Kong classrooms with different languages and different language proficiencies who face great obstacles in learning Chinese. Their teachers also lack the capability to teach Chinese as a second language. Effective professional development for primary school teachers who strive to provide MLL with high-quality Chinese literacy instruction is clearly needed. A 2-layered Professional Development Model, inspired by the Variation Theory and Learning Study, has been developed to equip 69 teachers the capability of teaching Chinese as a second language in 18 primary schools. The aim of this study was to explore the characteristics of this 2-layered professional development model for teachers that contributes to teacher engagement in classroom-based research in helping MLLs learn Chinese. The effectiveness of this model in terms of teachers’ culturally responsive teaching self-efficacy and the interview which has been found related to student outcomes and teaching behavior will be reported. The practical relevance and the interactions between these 2 layers of the model will also be discussed. This model shed light on a powerful model of the professional development.