Teacher professionalism in university-school collaboration: A comparative study of cases in Hong Kong and Shanghai (Chinese text, China).

摘要

Whether teachers are an impetus to or an impediment in educational reform is a topic of continual interests in academic discourse. In reality, however, teachers have often been made the “scapegoat” of failed reform endeavors. The role of teachers becomes more problematic as the pressure of reform mounts. The respect and esteem that were bestowed upon teachers are replaced by cynicism and criticisms.; In the past, government-led reform efforts have stressed the technical rationality of efficiency and effectiveness, with little attention given to the human aspects of reform. As we survey the potpourri of reform agenda that have been proposed since the 1980s—among which is the university-school collaboration (USC) model—one wonders whether the human aspects of reform can be unearthed from any of them.; This study explores the various dimensions of the USC models and focuses on teacher professionalism within the reform contexts of Hong Kong and Shanghai. The study investigates into the work of two major USC programs. In Hong Kong, USC is established between a comprehensive university and schools. In Shanghai, USC is formed between a normal (teachers) university and schools. By employing such research techniques as participant observation, interviews, and documentation review, the study aims to illuminate the meaning of teacher change.; Research findings reveal that the university experts possess an understanding of teacher change that is significantly different from the understanding of schoolteachers.; Reflection on research findings has yielded two kinds of “teacher change”: incremental change and fundamental change. Incremental change denotes a series of steps that attempt to build on previous accomplishments. Fundamental change denotes a break with one's past and is realized through a transformation of educational conception.; This study proposes an “expert-led teacher development” model that differs from the USC models that have been put forth in related literature from western societies. The difference is in the basic assumptions of the role of university experts. In western literature, the role of university experts is cast either as “legislator”, one who generates reform suggestions and requirements from the top, or as “interpreter”, one who initiates professional dialogue with teachers with the help of action research. This study argues that teacher development can be alternatively approached with a fresh outlook on the leadership role of the university experts. (Abstract shortened by UMI.)