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Titolo:
The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme
Autore:
Ho, A; Watkins, D; Kelly, M;
Indirizzi:
Hong Kong Polytech Univ, Educ Dev Ctr, Hong Kong, Peoples R China Hong Kong Polytech Univ Hong Kong Peoples R China Kong, Peoples R China Univ Hong Kong, Dept Educ, Hong Kong, Peoples R China Univ Hong Kong HongKong Peoples R China uc, Hong Kong, Peoples R China
Titolo Testata:
HIGHER EDUCATION
fascicolo: 2, volume: 42, anno: 2001,
pagine: 143 - 169
SICI:
0018-1560(200109)42:2<143:TCCATI>2.0.ZU;2-J
Fonte:
ISI
Lingua:
ENG
Soggetto:
HIGHER-EDUCATION; TEACHERS; INSTRUCTION; STUDENTS; STRATEGY;
Keywords:
conceptions of teaching; conceptual change; enhancing teaching and learning; programme evaluation; staff development;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
64
Recensione:
Indirizzi per estratti:
Indirizzo: Ho, A Hong Kong Polytech Univ, Educ Dev Ctr, Hong Kong, Peoples R China Hong Kong Polytech Univ Hong Kong Peoples R China Peoples R China
Citazione:
A. Ho et al., "The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme", HIGH EDUC, 42(2), 2001, pp. 143-169

Abstract

This paper reports a study of the effectiveness of an innovative approach to staff development, the conceptual change approach, which attempts to change teachers' frameworks for conceptualising teaching and learning. The evaluation investigated the programme at three levels: the impact on the conceptions of teaching of the participants, the resultant impact on teaching practices, and the consequential effect on student learning. Encouraging results were obtained. The programme brought about detectable conceptual changeor conceptual development in two-thirds of the sample group. Subsequently,all the 'changed' teachers received better ratings on their teaching practices from their students in the following academic year while none of thosewho did not change their conceptions showed similar gains in student rating scores. A resultant positive impact on their students' studying approaches was observed for half of the teachers who changed their conceptions.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 24/09/20 alle ore 11:24:18