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- Publisher Website: 10.1007/s12564-024-09977-y
- Scopus: eid_2-s2.0-85195699084
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Article: A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model
| Title | A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model |
|---|---|
| Authors | |
| Keywords | Differentiated instruction Learner diversity Teacher empowerment Teacher professional development |
| Issue Date | 12-Jun-2024 |
| Publisher | Springer |
| Citation | Asia Pacific Education Review, 2024 How to Cite? |
| Abstract | This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development. |
| Persistent Identifier | http://hdl.handle.net/10722/344108 |
| ISSN | 2023 Impact Factor: 2.3 2023 SCImago Journal Rankings: 0.700 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Liang, Weijun | - |
| dc.contributor.author | To, Jessica | - |
| dc.contributor.author | Lo, Yuen Yi | - |
| dc.date.accessioned | 2024-07-03T08:40:43Z | - |
| dc.date.available | 2024-07-03T08:40:43Z | - |
| dc.date.issued | 2024-06-12 | - |
| dc.identifier.citation | Asia Pacific Education Review, 2024 | - |
| dc.identifier.issn | 1598-1037 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/344108 | - |
| dc.description.abstract | <p>This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by both external and internal factors. The findings also highlighted the potential interplay of teacher empowerment, teacher professional development and its sustainability, shedding light on a sustainable model for teacher professional development.</p> | - |
| dc.language | eng | - |
| dc.publisher | Springer | - |
| dc.relation.ispartof | Asia Pacific Education Review | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.subject | Differentiated instruction | - |
| dc.subject | Learner diversity | - |
| dc.subject | Teacher empowerment | - |
| dc.subject | Teacher professional development | - |
| dc.title | A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model | - |
| dc.type | Article | - |
| dc.identifier.doi | 10.1007/s12564-024-09977-y | - |
| dc.identifier.scopus | eid_2-s2.0-85195699084 | - |
| dc.identifier.eissn | 1876-407X | - |
| dc.identifier.issnl | 1598-1037 | - |