Changing the educational scene in Hong Kong through learning study

Mun Ling FUNG-LO

Research output: Contribution to conferencePaper

Abstract

Amidst the various demands created by curriculum reforms in Hong Kong, the core business of schools - ‘high quality teaching and learning’ - has become the focus of attention. Teachers and schools are vested with the responsibilities to put the reform ideals into practice. Schools are accountable for improving student learning outcomes, the empowerment of teachers through mentoring, peer review and appraisal, and turning themselves into learning organisations. This paper describes how Learning Study, which initially started as a modest project to find ways to cater for individual differences in mainstream schools in Hong Kong, became a powerful tool for schools to achieve the aims mentioned above. We did this in a series of projects by using Learning Study as a major component of a mentoring system, which resulted in the creation of learning communities in schools, with a focus on teaching and learning. Such a system benefited all teachers involved, both novice and experienced. Starting with only two schools in 1999, schools in the Learning Study network rapidly expanded to over 100 in 2004, and in the next three years, at least another 120 schools will join the network. The success of Learning Study in Hong Kong will be analysed under the following factors: its conceptual framework, methodology, partnership with higher education institutions, positioning, reform context and culture, and dissemination strategy. Its potential in moving towards improving the status of the profession as a whole will also be discussed.
Original languageEnglish
Publication statusPublished - May 2005

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Hong Kong
school
learning
mentoring
reform
teacher
learning organization
peer review
Teaching
empowerment
profession
curriculum
responsibility
methodology
community
education
student

Citation

Lo, M. L. (2005, May). Changing the educational scene in Hong Kong through learning study. Symposium conducted at Redesigning Pedagogy International Conference: Research, Policy, Practice, Singapore.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development