Analysing teacher professional development through professional dialogue: An investigation into a university–school partnership project on enquiry learning

Research output: Contribution to journalArticles

11 Citations (Scopus)

Abstract

Although extensive research has been carried out on university–school partnerships, there is a lack of evidence and discussion about how universities or external parties may promote professional development through professional dialogue in schools. Based on a two-year university–school partnership project on enquiry learning, this study aims at empowering teachers to cultivate students’ ability in enquiry learning through professional dialogue. The findings show that the university support team created the fundamental basis for professional dialogue by conveying information regarding enquiry learning, introducing new pedagogies, conducting lesson observations and reviewing school-based teaching materials. In addition, the support team sustained the dialogue by promoting collaborative work, including analysing students’ assignments and configuring ways to address diverse student needs with the teachers. Through professional dialogue, the teachers in this study were able to familiarise themselves with enquiry learning and gain confidence in adopting new pedagogies to facilitate student learning. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)323-341
JournalJournal of Education for Teaching
Volume38
Issue number3
DOIs
Publication statusPublished - Jul 2012

Citation

Cheng, M. M. H., & So, W. W. M. (2012). Analysing teacher professional development through professional dialogue: An investigation into a university–school partnership project on enquiry learning. Journal of Education for Teaching, 38(3), 323-341.

Keywords

  • Teacher professional development
  • Professional dialogue
  • University–school partnership
  • Enquiry learning

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