thailand policy forum.conclusion
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ม.ธรรมศาสตร์-เวิร์ลด แบงค์-สสค. เปิดพื้นที่แลกเปลี่ยนผ่านเสวนาโต๊ะกลมนานาชาติTRANSCRIPT
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Ora KwoThe University of Hong Kong
Teacher ChallengesTeacher Challengesin 21st Century:in 21st Century:
Pedagogy, Standardized TestingPedagogy, Standardized Testingand Pay Checksand Pay Checks
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Tensions in our Education:Tensions in our Education:Impact ofImpact of
Standardized TestingStandardized Testing
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Education for All:Education for All:Education for What?Education for What?
Conversations with university students: “We
have made it, until the next competition!”
The drive in schooling?
Competition
Competition
Competition
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UNESCO’s Delors ReportUNESCO’s Delors Report, , Learning: The Treasure WithinLearning: The Treasure Within
(1996)(1996)
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But are these just high-sounding But are these just high-sounding aspirations?aspirations?
What is the reality for our young people?
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What is the role of the What is the role of the examination system?examination system?
What sorts of studentsare we producing?
What sorts of studentsare we producing?
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The shadow education system of private
supplementary tutoring
The shadow education system of private
supplementary tutoring
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• 54% Grade 9• 72% Grade 12
Hong Kong
• 29% lower secondary
China (Mainland)
• 12% primary• 8% secondary
UK
• 25% lower secondary
• 33% upper secondary
France
• West Bengal, 57% primary
• Kerala, 72% secondary
India
•16% Primary 1; •65% Secondary 3
Japan
• 88% elementary• 72% middle• 60% high
Korea
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In-your-face marketingIn-your-face marketing
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Hong Kong ‘Star’ TutorsHong Kong ‘Star’ Tutors
“The Godfather of Science”
“Brand-A Tutor”
“Queen of English”
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More subtle European approaches?More subtle European approaches?
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A Shadow Education SystemA Shadow Education System
Why a shadow?
• Private tutoring only exists
because the mainstream
exists.
• As the size and shape of the
mainstream changes, so does
that of the shadow.
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What sorts ofWhat sorts ofsupplementary tutoring?supplementary tutoring?
one-to-one
small groups
large classes
internet
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Who provides tutoring?Who provides tutoring?
• Teachers, on a supplementary basis after school hours
• University and secondary school students
• Professional tutors, working as individuals or for companies
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In the school sector:In the school sector:
How many teachers are providing tutoring:
• to their own pupils?• to pupils of other teachers in their schools?• to pupils from other schools?
And with what implications?
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What about the amateur tutors?What about the amateur tutors?
• What do parents and families get for their money?
• How can the consumers recognise quality?
• And what are the risks?
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Back to the Delors Report (1996)
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Different types have different Different types have different implications?implications?
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pressure on young people
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If you agree to take private
tutoring lessons, sit down…if you don’t, show me your palms!!!
If you agree to take private
tutoring lessons, sit down…if you don’t, show me your palms!!!
corruption
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Good luck Sherif, my son…please do your best…you’re obviously not blind to the effects your
private tutoring lessons have had
on our family
Good luck Sherif, my son…please do your best…you’re obviously not blind to the effects your
private tutoring lessons have had
on our family
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Does not necessarily increase student achievement
Look at the consequence of your private
tutoring lessons!!!
Look at the consequence of your private
tutoring lessons!!!
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Consumes household resources
May reduce stress on students, but may also increase it
Can undermine as well as support the school teachers
Inadequate indicators of quality
Exacerbates social inequalities
IssuesIssues
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Inquire into the causes before identifying the remedies…
Inadequacies in schools?
Social competition?
BalanceBalance
between the positive & the negativebetween the positive & the negative
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Vicious Cycle?Vicious Cycle?(Chris Wong, HKU BEd LS Year 4)
The Crisis
Socio-economic
inequalities
University admission
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Teacher Professionalism: Teacher Professionalism: Accountability & AutonomyAccountability & Autonomy
Power & ResponsibilitiesPower & Responsibilities
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But how well are systems co-ordinated?
Where are the gaps between the desirable
and the routines in practice?
And balance between supervision and
teachers’ autonomy?
Human relationships in the systems?
EFA:EFA:“more training & better training!”“more training & better training!”
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Quality of education for 21st century!
education reform as a worldwide
phenomenon
expectation of ‘critical thinking’ &
‘moral responsibilities’
What about modelling from the adult
world?
Conflicting Discourses (1)Conflicting Discourses (1)
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Performance indicators!
scoring by students
scoring by teachers
Tyranny of measurement? (vs policy
development)
Validity of measuring instruments?
What principles are being carried? Impact?
Conflicting Discourses (2)Conflicting Discourses (2)
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Teacher Images?Teacher Images?
Huberman & Guskey (1995)
pedagogy & refresher training…
passive, inadequate, disempowered?
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Teachers’ Inner PowerTeachers’ Inner Power
coming from…
self-understanding,
whereas collective understanding of
inner power will advance
self-empowerment as a profession.self-empowerment as a profession.
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• completed ‘thesis’
authenticity of inquiry
• “brought together”
converging, driven by… values
• disciplinary expertise
inter-disciplinary quest
Towards a Culture Towards a Culture for Learning Togetherfor Learning Together
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Pedagogical Principles and Strategies (I)
Pedagogical Principles and Strategies (III)
Pedagogical Principles and Strategies (II)
Values / Beliefs
Pedagogical InnovationPedagogical Innovation
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Pedagogical Principles and Strategies (I)
Pedagogical Principles and Strategies (III)
Pedagogical Principles and Strategies (II)
Values / Beliefs
Collegiality and Peer Supportfor Paradigm Shift
Pedagogical Innovation as a Pedagogical Innovation as a Collaborative VentureCollaborative Venture
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asymmetrical relationship between research and teaching
•research and publication are keyed into reward incentives for promotion and salary increase (Nicholls, 2005:29)
•research and teaching are in competition for time, resources and space
(Brew 2007:1)
Challenges to AcademicsChallenges to Academics
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Scholarship of teaching and learning (SoTL)
Boyer (1990):
problem of teaching and learning as absence of inquiry
incorporate teaching into scholarship as scholarship of teaching and learning (SoTL)
Scholarship ofScholarship ofTeaching & Learning (SoTL)Teaching & Learning (SoTL)
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• SoTL is not really finished until it has been captured in ways that others can see and examine. (Huber and Hutchings 2005:26)
• SoTL is moving teaching from a mostly private enterprise to a place where teaching can be documented, shared, and built upon as ‘community property’. (Shulman, 1993: 7)
Making teaching ‘community property’Making TeachingMaking Teaching
‘Community Property’‘Community Property’
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Individual Inquiry EnhancedIndividual Inquiry Enhancedin a SoTL Communityin a SoTL Community
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Individual inquiry
Individual inquiry
Individual inquiry
Individual inquiry
Literature reading
Personal reflection
Personal experience
developing teacher knowledge: personal practical knowledge (PPK)
collaborative inquiry interwoven with individual inquiry
Other Influences…
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• It should be public,
• susceptible to critical review and evaluation, and
• accessible for exchange and use by other members of one’s scholarly community.
(Shulman, 1998)
Three Key Characteristics of SoTLThree Key Characteristics of SoTL
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Relationships Relationships in the learning communityin the learning community
Relationships Relationships in the learning communityin the learning community
(Palmer, 1998, p.102)
RelationshipsRelationships
in the Learning Communityin the Learning Community
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Learning is never void of values…
What is this ‘subject’ in the centre?
For what are colleagues convergent – what do we care most beyond the individual space?
What core values are being actualized when we learn together?
A critical questionCritical Questions on UnityCritical Questions on Unity
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HKU Vision
How are our core values actualized
in a diversity of:
contexts of practice
perspectives & foci
levels of articulation
receptivity in listening
experiences & maturity
????
Diversity as Diversity as Enriching Resources for LearningEnriching Resources for Learning
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HKU Vision
Teacher learning is about the processes of teachers’ engagement to take challenges as opportunities for learning, with thoughtful reconnections within their inner worlds to address the disequilibrium raised by the challenges.
(Kwo 2010, p.325)
Voices of ReconnectionsVoices of Reconnections
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• narrative inquiry as a tool for SoTL (refer to handout)
• self-study & social action (Pithouse,, Mitchell & Moletsane 2009).
MethodologySeeking Unity from Diversity:Seeking Unity from Diversity:a Process of Joint Inquirya Process of Joint Inquiry
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Policy Implication (1)Policy Implication (1)
Empowerment in dialogues:
Through actualization of teachers’
voices amidst internal / external
dialogues, learning is empowered
as recognised struggles.
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Policy Implication (2)Policy Implication (2)
A collective moral drive:
in unity
with respect of diversity
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Policy Implication (3)Policy Implication (3)
Learning to live together:
conflicts
inquiry / research
understanding
conflict-resolution
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Policy Implication (4)Policy Implication (4)
Learning to be…
as a sustainable process of
identity renewal
as a process of relationship-
building for sharing
responsibilities
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Leadership as a Moral QuestLeadership as a Moral Quest(Kwo 2010)
Learning to be Learning to be is like a timeless goalfor moral development in humanity,which is articulated, re-visited and
reinforced in the heartsof the committed educators whose
persistent moral choices for learningdemonstrate a form of living…
bring together educatorsacross generations
and cultural traditions.
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PerspectivesPerspectivesfrom Comparative Studiesfrom Comparative Studies
Kwo, Ora (Ed) (2010). Teachers as Learners: Critical Discourse on Challenges and Opportunities. Hong Kong and Dordrecht: Springer. 349 pp.
This book can be ordered from: [email protected]
Website:www.hku.hk/cerc/Publications
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Comparative Education Research Centre
Faculty of Education
University of Hong Kong
Thank you -let’s pursue this timeless goal!
Thank you -let’s pursue this timeless goal!
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Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, University of Princeton.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planner: narrative of experience. New York: Teachers' College Press.
Brew, A. (2006). Research and teaching : Beyond the divide. Houndmills, Basingstoke, Hampshire ; New York: Palgrave Macmillan.
REFERENCES
Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13(7), 665-674.
Huberman, M. & Guskey, T. (1995), The diversities of professional development, in T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practice. New York: Teachers college Press. 269-272.
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Huber, M. T. & Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco: Jossey-Bass.
Shulman, L. (1993). Teaching as community property: Putting an end to pedagogical solitude. Change, 25(6), 6-7.
Shulman, L. (1998). The Course Portfolio. Washington, DC: American Association for Higher Education.
Nicholls, G. (2005). The challenge to scholarship: Rethinking learning, teaching and research. New York: Routledge.
Palmer, Parker J. (2009). The courage to teach: exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
Kwo, O. (2010). Teachers as learners: A moral commitment. In O. Kwo (Ed.), Teachers as learners: Critical discourse on challenges and opportunities. Hong Kong: Springer.
Pithouse, K., Mitchell, C. & Moletsane, R. (2009). Making connections: Self-study & social action. New York: Peter Lang.
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AcknowledgementAcknowledgementThis presentation has benefitted from:
(1) photographs & data used in the inaugural speech of Mark Bray for the launch of UNESCO Chair at University of Hong Kong, 18 May 2012; and
(2) references compiled by a doctoral student Yang Weijia, University of Hong Kong.
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Connectivity:Connectivity:Challenges for the 21Challenges for the 21stst
Century Century
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Iron Cage?Iron Cage?Aspirations for
liberation of human resources…
Challenges as
inertia?
vested interest?
???
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Identify and re-visit…Identify and re-visit…Principles underpinning accountability
systems?
Impact?
Gaps between aspirations and reality?
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LegitimacyLegitimacyLegitimacy is a generalized perception or
assumption that the actions of an entity are desirable, proper, or appropriate within some socially constructed system of norms, values, beliefs, and definitions. (Suchman, 1995, p.574)
Suchman, M. C. (1995). Managing Legitimacy: Strategic and Institutional Approaches. The Academy of Management Review, 20(3), pp. 571-610
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LegitimacyLegitimacyLegitimacy is also treated as an intangible
resource conferred by both internal and external stakeholders.
Therefore, the link between organizational legitimacy and accountability is that the recognition from key stakeholders certainly increases one organization’s accountability.
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A Flourishing Life