Conceptualising innovation and professional learning in the Hong Kong context

Jiafang LU, Paul CAMPBELL

Research output: Contribution to journalArticlespeer-review

Abstract

In this paper, we review the challenges of sustaining effective teacher professional learning in Hong Kong and propose that professional learning could enable teacher innovation, and teacher innovation reversely rejuvenates professional learning. We also argue that greater exploration is needed of how professional learning is theorised in relation to broader themes that influence it. These key themes explored have significant implications for both organisational and wider systemic culture and practice both in Hong Kong and in systems around the world. Copyright © 2020 IPDA.
Original languageEnglish
JournalPractice: Contemporary issues in professional learning
Early online date06 Oct 2020
DOIs
Publication statusE-pub ahead of print - 06 Oct 2020

Citation

Lu, J., & Campbell, P. (2020). Conceptualising innovation and professional learning in the Hong Kong context. Practice: Contemporary issues in professional learning. Advance online publication. doi: 10.1080/25783858.2020.1831887

Keywords

  • Professional learning
  • Innovation
  • Leadership
  • Change
  • System

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