Page 13 - Mini-Module 12

As for the current Hong Kong context, a large variety of courses and
programs on Liberal Studies are offered by different educational bodies
for teacher professional development. Many of them introduce new
skills and strategies in disconnected learning contexts, and some even
in a de‐contextualized manner. Based on the often taken‐for‐granted
assumption that teachers will transfer their learning to new contexts,
however, their focus tends to be purely the knowledge of pedagogy. As
a consequence, tensions about the translation of knowledge into
practice in the actual teaching contexts exist when Liberal Studies
teachers have no recognition about the “knowledge of learners and
learning” (Grossman et al., 1989).

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