This presentation was originally designed to explore the impact of a pedagogical innovation upon teacher learning in 2003-2005. Previous papers have found positive effects of teacher engagement in school-based curriculum development (Law et al., 2010; Law & Wan 2006; Law, Galton, & Wan, 2010). It is also found that factors such as leadership, power, and status have asserted various degrees of constraining and facilitating effects upon the spaces for teacher learning and development, which shape the direction of the discourse in the meetings (Law, 2010). The current paper uses the conceptual framework of activity theory; in particular, its expansive learning cycle to analyze discourse data from the video-taped meetings, teacher and student interviews, video-taped practice lessons and teacher reflective journals. The research covers the whole process of engaging a team of teachers in planning, experimenting, and reflecting (PER model), a model similar to that found in action research and problem-solving models. It was found that the interactions and the process of teacher engagement here are far more complex and sophisticated than the expectations embedded in many teacher development models.
|Publication status||Published - 2012|