Implementation of Collaborative Lesson Preparation and Lesson Observation in Hong Kong
In 2001, Curriculum Development Council issued the “Learning to learn: way forward for curriculum development”. The document forstered teacher collaborative culture and introduced the collaborative lesson preparation and peer lesson observation, which aimed to enhance the effectiveness of teaching and learning. For past 15 years, Hong Kong had implemented these two measures, which considerably changed the teachers in schools. These included shifting from independent to collaborative lesson preparation and from resisting to accepting lesson observation to recepting. In addition, schools paid more attention to collaborative communication. This paper aims to start the conversation on reviewing the measures. First, it highlights the rationales of collaborative lesson preparation and peer lesson observation. Second, illustrates the implementation of these two measures. Third, analyses the challenges in their implementation. Finally, suggests ways for improvement. In precise, this paper agrees that collaborative lesson preparation and peer lesson observation are rooted in schools in these days. The author, however, stresses that there are rooms for improvement such as to strengthen the rationales of measures, to help teachers to understand the aims of measures, to cultivate the collaborative culture, and to improve the school collaborative mechanism.
|關鍵詞||共同備課、同儕觀課、協作、collaborative lesson preparation、peer lesson observation、collaboration|