A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation

Research output: Contribution to journalArticle

Abstract

This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform characteristics could contribute to teachers' positive perceptions of and experience with reforms. Copyright © 2018 Elsevier Ltd. All rights reserved.
LanguageEnglish
Pages72-84
JournalTeaching and Teacher Education
Volume74
Early online dateMay 2018
DOIs
Publication statusPublished - 2018

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generation conflict
educational reform
heuristics
reform
teacher
reform pedagogics
Hong Kong

Citation

Choi, T.-H., & Walker, A. D. (2018). A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation. Teaching and Teacher Education, 74, 72-84. doi: 10.1016/j.tate.2018.04.013

Keywords

  • Educational reforms
  • Teacher development
  • Reform characteristics
  • Teacher cognition
  • Tailoring teacher development to reforms
  • A framework for teacher development provision