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Liberal Studies teachers that is job‐embedded, collaborative, and
reflective. This form of teacher development can be an impetus and
continued support to teacher learning in Hong Kong.
4. Liberal Studies teachers need school support for collaborative
knowledge construction.
The highly bureaucratic structures and the rigid scheduling of
timetables of many schools in Hong Kong render it difficult for Liberal
Studies teachers to develop themselves as collaborative learners. It
would thus be essential for school leaders to provide structural and
operational policies that promote and support high‐density
involvement (Leonard and Leonard, 2001), such that teachers are
eager to extend their roles beyond the classroom and take on teacher
leadership roles of being ‘reflective agents’ (Pollard, 2002) and
collaborative learners.
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