Abstract
This chapter is concerned with how teacher education can respond professionally to the call for educational reform. It reports on a three-yearstudy of curriculum development in preparing student-teachers for the move towards a learning profession, and seeks the meaning of the synergy of teaching and learning through a journey of building relationships for co-learning as a community. An innovation emerged in terms of ‘students-and-teacher evaluation of learning-and-teaching’ (STELT). Amidst the traditional boundaries held in the system of Students’ Evaluation of Teaching (SET), the lived curriculum revealed dissonance between the call for reform and the unchanged system of evaluation. The structural condition of vulnerability for educators and the power from within are visited. The study demonstrated a quest for learning in an institutional structure that holds teachers accountable for both the existing system and the call for reform. The chapter concludes with iteration of challenges and opportunities for learning as a community.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Advisory Committee on Teacher Education and Qualifications (ACTEQ) (2003): Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teachers. Hong Kong: Advisory Committee on Teacher Education and Qualifications.
Barnes, Douglas (1992): From Communication to Curriculum. Portsmouth, NH: Heinemann.
Bereiter, Carl (1994): Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, Vol.29, No.1, pp.3-12.
Bowden, John & Marton, Ference (1998): The University of Learning: Beyond Quality and Competence in Higher Education. London: Kogan Page.
Clandinin, D. Jean & Connelly, F. Michael (1992): Teacher as Curriculum Maker, in Jackson, Philip (ed.), Handbook of Research on Curriculum. Toronto: Mc- Millan, pp.363-401.
Cochran-Smith, Marilyn & Lytle, Susan L. (1999): Relationships of knowledge and practice: Teacher learning in communities, in A. Iran-Nejad & C. Pearson (eds.), Review of Research in Education, Vol.24. Washington, D.C.: American Educational Research Association, pp.249-306.
Crossley, Michael & Watson, Keith (2003): Comparative and International Research in Education: Globalisation, Context and Difference. London: RoutledgeFalmer.
Curriculum Development Council (2001): Learning to Learn: Life-Long Learning and Whole-Person Development. Hong Kong: Government of the Hong Kong Special Administrative Region of The People’s Republic of China.
Curriculum Development Council (2002): Basic Education Curriculum Guide: Building on Strengths (Primary 1 – Secondary 3). Hong Kong: Government of the Hong Kong Special Administrative Region of The People’s Republic of China.
Darling-Hammond, Linda & Cobb, Velma L. (eds.) (1995): Teacher Preparation and Professional Development in APEC Members. Singapore: Asia-Pacific Economic Cooperation Secretariat.
Education Commission of Hong Kong, The (1999): Learning for Life (Review of Education System: Framework for Education Reform). Hong Kong: Printing Department of Hong Kong Special Administrative Region Government.
Education Department (1999): Roles and Responsibilities for Teachers Amidst Educational Reforms. Hong Kong: Education Department. [in Chinese].
Fullan, Michael (1993): Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press.
Hargreaves, Andy (1994): Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age. London: Cassell.
Hershock, Peter D., Mason, Mark & Hawkins, John N. (eds.) (2007): Changing Education: Leadership, Innovation and Development in a Globalizing Asia Pacific. CERC Studies in Comparative Education 20, Hong Kong: Comparative Education Research Centre, The University of Hong Kong, and Dordrecht: Springer.
Hutchings, Pat (2005): Building Pedagogical Intelligence, Carnegie Perspectives. Retrieved March 3, 2008, from www.carnegiefoundation.org/perspectives/
Kelchtermans, Geert (2005): Teachers’ Emotions in Educational Reforms: Self- Understanding, Vulnerable Commitment and Micropolitical Literacy, Teaching and Teacher Education, pp.995-1006.
Loughran, John & Northfield, Jeff (1998): A Framework for the Development of Self-Study Practice, in Mary Lynn Hamilton (ed.), Reconceptualizing Teaching Practice: Self-Study in Teacher Education. London: Falmer Press, pp.7-18.
Miles, Matthew B. & Huberman, A. Michael (1984): Qualitative Data Analysis: A Sourcebook of New Methods. Newbury Park: Sage Publications.
Kwo, Ora, Moore, Tim & Jones, John (2004): Prologue: A Focus on Learning as Universities Change, in Ora Kwo, Tim Moore & John Jones (eds.), Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education. Hong Kong: Hong Kong University Press, pp.1-17.
Kwo, Ora & Intrator, Sam (2004): Uncovering the Inner Power of Teachers' Lives: Towards a Learning Profession (An Introduction to the Special Issue), International Journal of Educational Research. Vol.41, No.4-5, pp.281-291.
O’Hair, Mary J. & Odell, Sandra J. (eds.) (1995): Educating Teachers for Leadership and Change (Teacher Education Yearbook III). Thousand Oaks, California: Corwin Press.
Palmer, Parker J. (1998): The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers.
Phillips, Rob (2005): Challenging The Primacy Of Lectures: The Dissonance Between Theory and Practice in University Teaching, Journal of University Teaching and Learning Practice, Vol.2, Issue 1. Retrieved March 3, 2008, from http://jutlp.uow.edu.au
Schon, Donald A. (1991): The Reflective Turn: Case Studies In and On Educational Practice. New York: Teachers College Press.
Shulman, Lee (2000): ‘Inventing the Future’, in P. Hutchings (ed.), Opening Lines: Approaches to the Scholarship of Teaching and Learning. Menlo Park, California: The Carnegie Foundation for the Advancement of Teaching, pp.95-105.
Stigler, James W. & Hiebert, James (1999): The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom. New York: The Free Press.
Vygotsky, L.S. (1978): Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Wells, Gordon (1999): Dialogic Inquiry: Towards a Sociological Practice and Theory of Education. Cambridge: Cambridge University Press.
Wu, Zongjie (2004): Being, Understanding and Naming: Teachers’ Life and Work in Harmony, International Journal of Educational Research. Vol.41, No.4-5, pp.307-323.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Comparative Education Research Centre
About this chapter
Cite this chapter
Kwo, O. (2010). From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development. In: Kwo, O. (eds) Teachers as Learners. CERC Studies in Comparative Education, vol 26. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9676-0_8
Download citation
DOI: https://doi.org/10.1007/978-90-481-9676-0_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-9675-3
Online ISBN: 978-90-481-9676-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)