This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and ﬁeld notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers’ roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Journal of Education for Teaching|
|Early online date||01 Jan 2020|
|Publication status||Published - 2020|
CitationCheng, M. M. H., & Li, D. D. Y. (2020). Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context. Journal of Education for Teaching, 46(1), 55-70. doi: 10.1080/02607476.2019.1708627
- Practitioner research
- Teacher professional development
- Secondary school teachers