Reform very often lead to teachers' change and shcool improvment according to reform literature. However, the teachers and school may soon be back to the same as before and there may not much difference in the lives of children after the reform has ended. In a two year Home-School-Institute reform project, a reformer who also acted as the collaborator and the researcher adopted narrative approach to study how to promote long -term school improvement. In the telling, listening and inquiring of lived stories, teachers were able to change to udnerstand their practice and improve it. This paper will tell you story of the change experiecne. It will also show you how teacher' individual capacity to reflect and reflex through narrative approach is crucial for long-term school imrpovment.
|Publication status||Published - 2005|
CitationChan, P. W., Lee, W.-Y. M., Yuen, L.-H. F., & Kwong, W. M. (2005, April). Teachers' change in a school reform in landscape: Implications for school improvement. Poster session presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.
- Educational Policy and Management