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Understanding reflection for teacher change in Hong Kong

Wai Sing Cheung (Liu Po Shan Memorial College, Tsuen Wan, Hong Kong)
Jocelyn Lai Ngok Wong (Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 11 September 2017

727

Abstract

Purpose

The purpose of this paper is to study how reflection affects the teacher change with a focus on teaching practices under education reforms in Hong Kong.

Design/methodology/approach

This study adopted narratives as the research design to unveil the contents of teachers’ reflection and how the contents affect their change in teaching practices under education reforms.

Findings

The study finds that teachers’ reflection starts with completion of curriculum (“technical level”), then consideration of students’ learning needs (“practical level”) and finally, the social justice and equality (“critical level”). The levels of reflection teachers engage have significant influence on their change. The higher the level of reflection teachers have, the more motivated the teachers to explore new teaching practices not only for the learning needs of students in classroom but also for the society outside classroom.

Originality/value

This study underlines the value of reflection in the process of teacher change in their teaching practices.

Keywords

Citation

Cheung, W.S. and Wong, J.L.N. (2017), "Understanding reflection for teacher change in Hong Kong", International Journal of Educational Management, Vol. 31 No. 7, pp. 1135-1146. https://doi.org/10.1108/IJEM-01-2016-0007

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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