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Title: A critical study of teacher professional development in the implementation of school-based curriculum development in a Hong Kong Secondary School
Author: Karen Yee-man, Lui
ISNI:       0000 0004 5358 9357
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
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The education reform of Hong Kong began in 2000. School-based curriculum development and professional development are the two main points of focus of the on-going education reform efforts in Hong Kong schools. Against this background, this research was unde11aken in a Hong Kong secondary school to investigate how the junior level Humanities teachers perceived their roles in the development of a school-based curriculum, and to examine how the capacities of teachers might be enhanced through the development of a professional learning community and in paI1icular by adjusting the professional development programmes. The provisional model of effective professional learning community proposed by Bolam et al. was used as the theoretical framework of this research. Action research was the methodology adopted to understand, improve and reform the practice. By using the thematic network analysis, the findings help develop four global themes: 1. paradigmatic shift of the teachers' role from knowledge h'ansmitter to curriculum planner; 2. teacher 's role as facilitator of learning and teaching processes; 3. enhancement of teachers ' capacities and capabilities through continuous professional development, to supp0l1 their needs in terms of school-based curriculum development, and 4. a professional learning community strengthens collaborative networks, creating an established system within a school to address school-based curriculum development. This research, based on the Bolam et al. 's model and the findings, has put forward a new model of professional learning community which is relevant to the case-study school. The new model is also used to compare and contrast with the measures of professional development advocated by the Hong Kong education authority. The analysis helps advance the professional development in Hong Kong secondary education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available