This project aims to develop the ground work of procedural knowledge development for teaching for application to teacher education courses. By in-depth qualitative study on 4-6 expert primary/secondary school teachers of a combination of subjects through simulated-recall interviews and classroom observation, to identify preliminarily (1) a framework of procedural knowledge in classroom teaching, both specific and generic across subjects, (2) the knowledge domains specific to manage classroom/facilitate student learning. Based on the findings, suggestions will be made on how procedural knowledge of teaching can be applied to teacher education courses on aspects such as curriculum design and pedagogical practices, and on the format of delivery such as ordinary lectures and e-shared platforms (e.g. Video-Based Learning Community; e-learning portfolio). A selection of representative video clippings on expert teachers' exemplary lessons will be produced by the end of the project which will be uploaded into Active Classroom: http://www.ied.edu.hk/aclass/ as teaching resources related to curriculum, pedagogical practices and classroom management. The artifacts and developed framework of the project can be used to support teaching and for further application in different courses/programmes offered by the Institute.
|Publication status||Published - 2012|
Lam, B. H., Chan, K. W. P., Cheng, C. K. E., Lim, C. P., Zheng, Y. E., Li, S., & Hue, M. T. (2012). Teaching development grants final and financial report: Developing a framework of procedural knowledge development for classroom teaching and proposing its application to teacher education. Hong Kong: The Hong Kong Institute of Education.
- Teaching Development Grant (TDG) Report
- TDG project code: T0103
- Period: TDG 2010-2011
- Teaching Development Grant (TDG)