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The process of change and the resistance to change experienced by teachers and students during implementation of a new instructional approach is examined. The specific situation described is implementation of a process-oriented approach to writing in English as a Second Language, as experienced by eight Hong Kong secondary school teachers and their students and reflected in the teachers' diary entries during three lesson cycles. All teachers participated voluntarily. In writing diary entries, the teachers were guided by a set of questions designed to aid in describing and reflecting critically on what occurred in the classroom. Analysis of the diaries addressed the following: the topics most frequently addressed (pedagogical, evaluative, subject, or role focus); development of teachers' critical analysis; and changes over time in teaching or classroom outcomes. Results indicate that: (1) the focus of topics remained consistent over the three lesson cycles, but varied by individual teacher; (2) critical reflection increased for some and not for others; and (3) change over time varied by individual but was evident. Contains 7 references. (MSE)

Descriptors: Change Strategies, Classroom Techniques, Educational Change, English (Second Language), Foreign Countries, Instructional Innovation, Process Approach (Writing), Resistance to Change, Secondary Education, Teacher Attitudes, Writing Instruction, Writing Processes











Autor: Brock, Mark N.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10186&id=ED370372







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