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

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Conclusion
Teaching is not a lonely profession, however, a feeling of isolation from peers and a lack of continuing professional growth are generally found among teachers in Hong Kong. Developing a clear cooperative interdependence among teachers has many advantages over encouraging competitive or individualistic relationships. Structuring teachers into professional support groups can have important effects on teacher morale as well as on the competence in using cooperative learning procedures.
Not only do teachers need to learn how to use cooperative learning procedures with students, but principals and other administrators may need to learn how to structure cooperative relationships among teachers and encourage the implementation of effective cooperative learning procedures. As principals or administrators, they should be members of the professional support group in school. They should always think in terms of staff development, not in radically changing everything the teachers are already doing.
Perhaps the use of cooperative learning in Hong Kong is facing some unresolved problems, but 'research shows that students who work in groups develop an increased ability to solve problems and evidence greater understanding of the material' (Davis, 1993). Given enough time, teachers will experience increased confidence in professional competence and students can benefit from group work. The focus of schools should be on developmental planning in this direction for two or three years. Also, it is possible for principals or administrators to provide teachers with support, encouragement, and feedback, in order for teachers to learn how to use cooperative learning procedures successfully.