The implementation of group work in Hong Kong: A case study

Asia-Pacific Forum on Science Learning and Teaching, Volume 2, Issue 2, Article 5 (Dec., 2001)
Simmi Ho-Yan TAM
The implementation of group work in Hong Kong: A case study

Previous Contents Next

Limitations in Applying Group Work in Hong Kong
Attempting a new strategy is easier when there is collegial, administrative, and parental support. Available resources and classroom's physical environment may influence both the effectiveness and applications of cooperative learning. For example, some cooperative learning methods require specially prepared curriculum materials. Moreover, if the class and school climate has been primarily individualistic or competitive, teachers have to devote more time to develop a cooperative climate.
Successfully implementing cooperative learning in schools depends on creating a support and assistance system among the teachers. Teachers will not only follow the procedures of using cooperative learning but also sustain each other's interest in doing so. Due to teachers' heavy workload, professional support meetings are poorly attended. As a result, teachers' support is hard to achieve. Teachers lack the opportunity to share ideas, and support each other's efforts in using cooperative learning procedures effectively. They may feel pressured, isolated, and alienated. If teachers can meet on a regular basis to look more realistically and objectively at their implementation efforts, then close, personal, collaborative relationships will be achieved among them.
In addition, many teachers are scarred by competition among teachers in the school. In these schools, teachers feel insecure, isolated, cold, reserved, defensive, and competitive in their relationships with fellow teachers and administrators. Consequently, lack of cooperative learning decreases their teaching effectiveness in the classroom. Then, a 'professional and highly trained teacher' has already achieved sufficient competence and skill to handle all classroom situations alone. However, innovative and creative teaching is stifled by insecurity, anxiety, and competitiveness (Johnson & Johnson, 1991). As a result, the environment is depressing and discouraging for teachers.
Teachers in Hong Kong only have limited flexibility in curriculum design and coverage. Teachers spend far less effort on group work as compared to developing curriculum and maintaining students' academic standards, meeting region-wide program objectives and schools' work timetables. Teachers should discuss their understanding of cooperative learning strategies; share the burden of developing lesson materials; set realistic standards for students and colleagues; and, provide advice for each other when implementing cooperative learning procedures. Collaboration of teachers' efforts for planning cooperative lessons can often create constructive results. As a result, the emphasis teachers give to decisions such as cognitive or interpersonal skill training, type of task, and type of grading will be influenced by these curriculum issues (Johnson & Johnson, 1995).