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Teaching & Learning
Beyond Dissonance?



        Ora Kwo
 University of Hong Kong
Framing:
1. Teaching amidst changes
2. Diversity
3. Pedagogical implications
4. Global discourse
Teaching amidst changes:
Knowledge seeking
- engagement & ownership
Locations of learning
Teaching as ongoing inquiry
Diversity:
Awareness vs understanding
Contradictory needs & changing
 identities
Motivation levels
 inclusiveness & relationships
 learning as a community
Pedagogical implications:
Not an advocacy of new approaches,
 but an ongoing inquiry with …

 a commitment to education
 a desire to respect & understand
 use of language to build rapport
 bearing with a sense of vulnerability
Global Dialogue:
Needs of the faculty - dissonance
 between policy & practice
Learning      improvement of practice
Accountability measures vs
  creativity in teaching innovations?
Battles?
 professionalism vs managerialism
Reforms in Hong Kong
Towards a Learning Profession:
The Teacher Competencies Framework &
 The Continuing Professional
 Development of Teachers

Advisory Committee on Teacher Education
 & Qualifications (2003)
The Objectivist Myth of Knowing




                     (Palmer, 1998, p.100)
The Community of Truth




                (Palmer, 1998, p.102)
Research Questions
• How do my student teachers respond
  to learning as a community?

• What do I understand about learning
  as a community?
The Lived Curriculum
• Relationship of co-learning
• Engagement in the quest

• Towards STELT

• Dissonance from SET & STELT
Relationship of Co-Learning
• Release space to discover how
  students can take charge of learning
• Develop ‘Zone of Proximal
  Development’
Students & Teacher Evaluation
of Learning & Teaching (STELT):
Leadership & Fellowship:
• Depth of Knowledge
• Quality of Thinking
• Presentation /Engagement
• Responsiveness
• Advance in Understanding
Overview:
This is the most important question / insight to
  me . . .
Student Evaluation of Teaching
             (SET)
• Teaching (Methods of teaching, Presentations,
  Interaction in class and Tasks/assignments)
• Outcomes (Gain in knowledge, Gain in insights
  in the field, Gain in interest).
• All things considered, the overall effectiveness of
  the course in helping me learn this subject
  was…
• All things considered, the overall effectiveness of
  the teacher in helping me learn this subject
  was…
Towards STELT
• Appreciation of leadership
• Expression of personal views in
  learning
• Articulatoin of critical questions
• Suggestions for improvement

  Sensitive to pedagogical decisions
  Re-define problems
Dissonance from SET & STELT
• Capacity to venture into the unknown
• Discomfort with ambiguity & complexity
Critical issues?
• Espoused theory vs theory-in-use
• Epistemological approaches to knowing
• Vulnerability as a structural condition
• Inner power for learning
Conclusion
• Accountability?
    existing systems vs
    call for innovations

• Diversity of students’ voices
  opportunities for co-learning

• Meaning of vulnerability for learning
Thoughts & Questions…
• Dissonance
  Can we identify instances of dissonance between
  systems and lives in the system that carry critical impact
  on journeying to our goals?
• Responses
  recognition of human diversity (Ts & Ss)
  respect & engagement… a long journey
  dialogues       actions
  expertise as individuals       co-construction
  imagination       rationalization
  asking important questions
  ?????
References
•   Advisory Committee on Teacher Education and Qualifications (ACTEQ)
    (2003). Towards a Learning Profession: The Teacher Competencies
    Framework and the Continuing Professional Development of Teachers.
    Hong Kong: Advisory Committee on Teacher Education and Qualifications.
•   Kwo, Ora (2007). Creating a Learning Space for Educators: Policy
    Development for Accountability Systems, in Louis Deretchin & Cheryl J.
    Craig (Eds), International Research on the Impact of Accountability Systems.
    (Association of Teacher Education Yearbook XV). Toronto: Rowman &
    Littlefield, 207-224.
•   Loo, Seng Piew (2007). The Two Cultures of Science: On Language-
    Culture Incommensurability Concerning ‘Nature’ and ‘Observation’, Higher
    Education Policy, 20 (1), 97-116.
•   Palmer P.J. (1998) The Courage to Teach: Exploring the Inner Landscape
    of a Teacher’s Life. San Francisco, California: Jossey-Bass.

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Teaching & Learning Beyond Dissonance

  • 1. Teaching & Learning Beyond Dissonance? Ora Kwo University of Hong Kong
  • 2. Framing: 1. Teaching amidst changes 2. Diversity 3. Pedagogical implications 4. Global discourse
  • 3. Teaching amidst changes: Knowledge seeking - engagement & ownership Locations of learning Teaching as ongoing inquiry
  • 4. Diversity: Awareness vs understanding Contradictory needs & changing identities Motivation levels inclusiveness & relationships learning as a community
  • 5. Pedagogical implications: Not an advocacy of new approaches, but an ongoing inquiry with … a commitment to education a desire to respect & understand use of language to build rapport bearing with a sense of vulnerability
  • 6. Global Dialogue: Needs of the faculty - dissonance between policy & practice Learning improvement of practice Accountability measures vs creativity in teaching innovations? Battles? professionalism vs managerialism
  • 7. Reforms in Hong Kong Towards a Learning Profession: The Teacher Competencies Framework & The Continuing Professional Development of Teachers Advisory Committee on Teacher Education & Qualifications (2003)
  • 8. The Objectivist Myth of Knowing (Palmer, 1998, p.100)
  • 9. The Community of Truth (Palmer, 1998, p.102)
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  • 12. Research Questions • How do my student teachers respond to learning as a community? • What do I understand about learning as a community?
  • 13. The Lived Curriculum • Relationship of co-learning • Engagement in the quest • Towards STELT • Dissonance from SET & STELT
  • 14. Relationship of Co-Learning • Release space to discover how students can take charge of learning • Develop ‘Zone of Proximal Development’
  • 15. Students & Teacher Evaluation of Learning & Teaching (STELT): Leadership & Fellowship: • Depth of Knowledge • Quality of Thinking • Presentation /Engagement • Responsiveness • Advance in Understanding Overview: This is the most important question / insight to me . . .
  • 16. Student Evaluation of Teaching (SET) • Teaching (Methods of teaching, Presentations, Interaction in class and Tasks/assignments) • Outcomes (Gain in knowledge, Gain in insights in the field, Gain in interest). • All things considered, the overall effectiveness of the course in helping me learn this subject was… • All things considered, the overall effectiveness of the teacher in helping me learn this subject was…
  • 17. Towards STELT • Appreciation of leadership • Expression of personal views in learning • Articulatoin of critical questions • Suggestions for improvement Sensitive to pedagogical decisions Re-define problems
  • 18. Dissonance from SET & STELT • Capacity to venture into the unknown • Discomfort with ambiguity & complexity Critical issues? • Espoused theory vs theory-in-use • Epistemological approaches to knowing • Vulnerability as a structural condition • Inner power for learning
  • 19. Conclusion • Accountability? existing systems vs call for innovations • Diversity of students’ voices opportunities for co-learning • Meaning of vulnerability for learning
  • 20. Thoughts & Questions… • Dissonance Can we identify instances of dissonance between systems and lives in the system that carry critical impact on journeying to our goals? • Responses recognition of human diversity (Ts & Ss) respect & engagement… a long journey dialogues actions expertise as individuals co-construction imagination rationalization asking important questions ?????
  • 21. References • Advisory Committee on Teacher Education and Qualifications (ACTEQ) (2003). Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teachers. Hong Kong: Advisory Committee on Teacher Education and Qualifications. • Kwo, Ora (2007). Creating a Learning Space for Educators: Policy Development for Accountability Systems, in Louis Deretchin & Cheryl J. Craig (Eds), International Research on the Impact of Accountability Systems. (Association of Teacher Education Yearbook XV). Toronto: Rowman & Littlefield, 207-224. • Loo, Seng Piew (2007). The Two Cultures of Science: On Language- Culture Incommensurability Concerning ‘Nature’ and ‘Observation’, Higher Education Policy, 20 (1), 97-116. • Palmer P.J. (1998) The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco, California: Jossey-Bass.