A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asia Pacific Education Review Pub Date : 2024-06-12 DOI:10.1007/s12564-024-09977-y

Weijun Liang, Jessica To, Yuen Yi Lo

引用次数: 0

Abstract

This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development.

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差异化教学中的教师赋权之旅：对可持续教师专业发展模式的影响

本文报告了一个纵向案例研究，探讨教师如何通过实施差异化教学来发展他们的专业能力，以满足学习者的多样性。数据从多个来源收集，包括课程共同规划会议、教师访谈和在香港一所小学的课程观察。研究结果表明，教师赋权的过程分为三个阶段，受外部和内部因素的影响。研究结果还强调了教师赋权、教师专业发展及其可持续性之间潜在的相互作用，揭示了教师专业发展的可持续模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).