Project Details

Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education

The project aims to study how exemplary teachers enact teaching in classroom, to inquire on how exemplary teachers conceptualize specific classroom situations and what are the situated cognition and action expert teachers enact in classroom. The construct of study is based upon a combination of terms in the literature which includes “knowledge-in-action” (Dewey, 1974), “practical knowledge-in-action (Van Manen, 2008), and “procedural knowledge” and “declarative knowledge” and 'situated cognition" in social cognition research (Wyer & Srull, 1994). The pilot study attempts to explore the methodology and pilot test the feasibility of the study in smaller scale. Field studies on four secondary school teachers who teach Chinese Language, English Language, Mathematics and Liberal Studies were initiated in a school. The methods of study include lesson observation, stimulated recall interview, post-lesson reflective record and survey of sample teacher and researchers. A total of thirteen classes were observed with an average of three lessons being observed for each teacher on a class in junior forms. The data analysis follows the rules of grounded theory; a protocol has been built upon multiple sources of data which has resulted to a tentative system of teaching actions in practice. The project outputs include a series of teaching episodes to demonstrate procedural knowledge of teachers. A study will be further conducted at the next stage to inform how the findings can be used in professional teacher training.

Commencement Date : 2011/8
Completion Date : 2012/5
Chief Investigator(s) : Dr LAM, Bick Har 林碧霞 [C&I]
Co-Investigator(s) : Dr CHAN, Kam Wing Paul 陳錦榮 [C&I]
Dr CHENG, Chi Keung Eric 鄭志強 [C&I]
Prof LIM, Cher Ping 林質彬 [C&I,FEHD]
Dr ZHANG, Yuefeng Ellen 章月鳳 [C&I]
Keyword(s) : teacher cognition   teacher action   teacher knowledge   teacher education and training  

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