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- Publisher Website: 10.1080/0013188011010xxxx
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Article: Transforming school culture: Can true collaboration be initiated?
Title | Transforming school culture: Can true collaboration be initiated? |
---|---|
Authors | |
Keywords | Collaboration Peer coaching School culture Teacher development |
Issue Date | 2002 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp |
Citation | Educational Research, 2002, v. 44 n. 2, p. 181-195 How to Cite? |
Abstract | While Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and out-siders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions. |
Persistent Identifier | http://hdl.handle.net/10722/48413 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 0.801 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Lam, SF | en_HK |
dc.contributor.author | Yim, PS | en_HK |
dc.contributor.author | Lam, TWH | en_HK |
dc.date.accessioned | 2008-05-22T04:12:20Z | - |
dc.date.available | 2008-05-22T04:12:20Z | - |
dc.date.issued | 2002 | en_HK |
dc.identifier.citation | Educational Research, 2002, v. 44 n. 2, p. 181-195 | en_HK |
dc.identifier.issn | 0013-1881 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/48413 | - |
dc.description.abstract | While Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and out-siders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions. | en_HK |
dc.format.extent | 87701 bytes | - |
dc.format.extent | 1036268 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.format.mimetype | application/pdf | - |
dc.language | eng | en_HK |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp | en_HK |
dc.relation.ispartof | Educational Research | en_HK |
dc.subject | Collaboration | en_HK |
dc.subject | Peer coaching | en_HK |
dc.subject | School culture | en_HK |
dc.subject | Teacher development | en_HK |
dc.title | Transforming school culture: Can true collaboration be initiated? | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0013-1881&volume=44&issue=2&spage=181&epage=195&date=2002&atitle=Transforming+school+culture:+can+true+collaboration+be+initiated? | en_HK |
dc.identifier.email | Lam, SF:lamsf@hku.hk | en_HK |
dc.identifier.authority | Lam, SF=rp00568 | en_HK |
dc.description.nature | postprint | en_HK |
dc.identifier.doi | 10.1080/0013188011010xxxx | en_HK |
dc.identifier.scopus | eid_2-s2.0-0036623444 | en_HK |
dc.identifier.hkuros | 72381 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-0036623444&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 44 | en_HK |
dc.identifier.issue | 2 | en_HK |
dc.identifier.spage | 181 | en_HK |
dc.identifier.epage | 195 | en_HK |
dc.identifier.isi | WOS:000177331700005 | - |
dc.publisher.place | United Kingdom | en_HK |
dc.identifier.scopusauthorid | Lam, SF=7402279467 | en_HK |
dc.identifier.scopusauthorid | Yim, PS=7006296825 | en_HK |
dc.identifier.scopusauthorid | Lam, TWH=36631356400 | en_HK |
dc.identifier.issnl | 0013-1881 | - |