A Developmental Concern-based Intercultural Sensitivity Model of Teacher Change: New paradigms and practices

Abstract

In the past decade, Chinese language teachers in Hong Kong experienced a series of educational reforms, including curriculum reform and the more restricted quality assurance and new assessment mechanism (Education Bureau, 2000; 2005). They are expected to design and implement their school-based Chinese language curriculum, to use new teaching materials and strategies. As such teachers should readily receive new challenges and willing to make paradigm change. However, the current literature suggests that some teachers may not ready for, or even resist changes (e.g. Richardson, 1998). Guskey (2002; 2012) proposes a model of teacher change based on the argument that teachers will change their classroom practice with their participation of professional development program, while students’ learning outcomes will be improved leading to changes in teachers’ beliefs and attitudes. This study highlights the complicatedness of teacher change, while pointing out the key elements that helps facilitate teachers’ change and professional development is showing them how a new instructional approach works in their classroom with their students through demonstration. This provides the teachers with vivid experience and strong evidence, which lead to their voluntary adoption of the new teaching approach and change in their beliefs and attitudes after experiencing the resulting joy and benefits.