Cooperative learning is only a small component of a core module in the pre-service programmes and an elective module in the in-service programmes of the biggest teacher education institute in Hong Kong. Schools attempting to implement cooperative learning have to rely mainly on the help of external staff developers. Most of the school-based staff development programmes provided by the staff developers start with some introductory talks and workshops, followed by lesson planning, lesson observation and post-lesson sharing by the teachers, and end with a concluding session by the staff developers. Many of these school-based staff development programmes are not effective in attempting to add cooperative learning to the repertoire of the teachers largely because of the weakness of these programmes and the overlooking of the diversified aspects of cooperative learning. This paper suggests a six-phase model of school-based staff development in cooperative learning to enhance the effectiveness of the programmes. These phases are described as setting objectives, participation in workshops, collaborative lesson preparation, peer observation, post-lesson conference and reflection. The model is effective in that it gives ownership to teachers in working in collaboration with their peers as well as staff developers in planning and implementing an innovation.
|Publication status||Published - Jan 2008|
Bibliographical noteChan, K. W. (2008, January). School-based staff development in cooperative learning. Paper presented at the IAIE - IASCE Conference: Cooperative Learning in Multicultural Societies: Critical Reflections, Turin, Italy.
- Primary Education
- Teacher Education and Professional Development