The impact of learning study on teacher professional development

Research output: Contribution to conferencePaper

Abstract

In the past eight years, a research team in Hong Kong conducted several large-scale Learning Study projects and developed a pedagogical framework based on the Variation Theory. Learning Study is an action research process in which teachers and researchers work collaboratively to plan and implement a lesson in a number of teaching cycles, using the Variation Theory as the underlying principle for lesson design. The Variation Theory, which is based on the school of Phenomenography developed by Ference Marton in 1970s, argues that the presence or absence of patterns of variation in teaching make significant differences to student learning outcomes. A pattern of variation essentially is an observable pattern manifested in what is being varied and what is being kept invariant with respect to a specific object of learning or its critical features. This paper explains the main constructs of the Variation Theory, in particular the 'object of learning', 'critical feature' and the three levels of 'variation' including: Variation 1 (V1), which refers to the variation in students1 different ways of understanding what is to be taught; Variation 2 (V2), which refers to the variation in teachers' understanding and ways of dealing with the object of learning; and Variation 3 (V3), which refers to using Variation as a guiding principle of pedagogical design. This paper argues that this theoretical framework forms a strong underpinning and helps facilitate professional dialogue between researchers and teachers, therefore extends the potential of the Learning Study as a tool for teacher professional development and improving instruction.
Original languageEnglish
Publication statusPublished - 2010

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teacher
learning
Teaching
research process
action research
Hong Kong
dialogue
instruction
school
student

Citation

Ko, P. Y. (2010, December). The impact of learning study on teacher professional development. Paper presented at the 2nd East Asian International Conference on Teacher Education Research: Teacher Education for the Future: International Perspectives, The Hong Kong Institute of Education, China.