Teacher Efficacy and Pedagogical Leadership Development Through School-University Collaboration

• In Event: Challenges and Opportunities for Developing In-Service Teachers

Abstract

This paper examines the development of teacher efficacy and curriculum leadership against
the context of differentiated instruction (DI) in mainstream schools through school-university
collaboration. A one-year single case-study design was adopted with data collected through
pre- and post-project questionnaires, semi-structured interviews and focus group interviews.
Research findings showed that both teachers’ self-efficacy and curriculum leadership in
catering for learner diversity have been enhanced as a result of personal and contextual factors.
The results also demonstrated the facilitating role of the university consultants in a cyclic
process of DI teacher professional development activities. These findings shed light on DI
teacher education by proposing a teacher learning model in the context of catering for learner
diversity through school-university collaboration.

Authors

• Jessica To, Nanyang Technological University - National Institute of Education

• Yuen Yi Lo, The University of Hong Kong

• Peichang He, The University of Hong Kong