The development of learning study in Hong Kong

Yin Wah Priscilla LO-FU

Research output: Contribution to conferencePaper

Abstract

The Learning Study approach has been developed over seven years by a research team comprising school teachers and academics in Hong Kong. It is a systematic process of enquiry into teaching and learning, employing an action research methodology, and underpinned by the learning Theory of Variation. Under Learning Study, teachers are expected to learn cooperatively and become reflective practitioners by practicing the theories postulated from others. Learning Study can be used to enhance teachers' pedagogical capabilities and professional development. This paper describes how Learning Study, which initially started as a modest project to find ways to cater for individual differences in main stream schools in Hong Kong, became a powerful tool for schools in achieving these aims. Working in close collaboration with the Hong Kong Institute of Education, Learning Study developed as a major component of a mentoring system, which resulted in the creation of learning communities in schools, where the focus is on enhancing teaching and learning. Such a system benefits all teachers involved, whether novice or very experienced. Starting with only two schools in 1999, schools in the Learning Study network rapidly expanded to over 260 schools in 2008. The success of Learning Study in Hong Kong will be analyzed under the following factors: its conceptual framework, methodology, partnership with higher education institutions, positioning, reform context and culture, and dissemination strategy and the diffusion process in and across schools. Its potential for moving towards improving the status of the profession as a whole will also be discussed.
Original languageEnglish
Publication statusPublished - Jun 2009

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Hong Kong
learning
school
teacher
methodology
Teaching
learning theory
mentoring
action research
education
profession
reform
community

Citation

Lo-Fu, Y. W. P. (2009, June). The development of learning study in Hong Kong. In C. K. Cheng (Chair), The development of learning study and its impact on Hong Kong school system. Symposium conducted at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore.

Keywords

  • Teacher education/development
  • Professional community