Factors for differential developments in organizational
learning: a case for Hong Kong schools
Y.L.J. Lam
Abstract
This paper attempts to classify Hong Kong schools along four possible stages of development framed in a dynamic model of organizational learning. Factors governing the development of 67 sampled primary and secondary Hong Kong schools are compared and contrasted. Interviews with the concerned principals in diverse phases of progression further
illuminate leadership mentality accounting for the observed variations in organizational outcomes.
Learning through participation. The potential of school-based
teacher education for developing a professional identity
Geert T.M. ten Dam_, Sarah Blom
Abstract
This article deals with the potential of school-based teacher education for creating a professional community of learners.
Learning to participate in the social and cultural practices with regard to education is assumed to be crucial for developing a
professional identity as a teacher. From the perspective of socio-cultural theory, we have made a retrospective analysis of a
project for collaborative school-based teacher education. The main research question was whether there was a stimulating
context for student teachers to develop their own professional identity. To what extent were students able to function as
‘legitimate peripheral participants’ in the school, and to what extent has a ‘professional community of learners’ been realized?
Finally, we reflect on the conditions in which teacher education can be centred on a specific school innovation project.
Keywords: School-based teacher education; Community of learners; Socio-cultural theory
Lesson observation and quality in primary education as
contextual teaching and learning processes
Margo O’Sullivan
Abstract
Quality in primary education is currently high on the education agenda in developing countries. What is quality?
How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two
suggestions to be critical to answering these above questions and engages with them in this article:
place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the
quality agenda; and
_ use lesson observation to answer the questions.
The engagement in the article with the term ‘‘quality’’ highlights that six conceptualisations are used in the literature.
However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the
input and output definitions of quality. An exploration of the common indicators of quality supports this and the
author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper
which seeks to explore the two suggestions bulleted above.
Keywords: Quality; Primary education; Lesson observation