How Teachers Work With Each Other in a Diversified Workspace: From the Perspectives of Hong Kong In-Service Secondary School Teachers

• In Event: Teacher Identity and Lived Experiences in International Contexts

Abstract

Teacher collaboration is one of the key elements in school-based curriculum development. Using phenomenographic approach, the study aims to describe how teachers work with each other in the workplace context when engaging in school-based curriculum development. Data was collected from semi-structured interviews with 18 in-service Hong Kong secondary school teachers. Three categories of description of teachers’ experiences of working together are identified, ranging from rhetorical collegiality to shared responsibility to professional development. The outcome space is then generated to demonstrate the internal structure. The study provides an in-depth analysis of the experiences of how teachers work with each other, which can help to better understand teachers’ ways of working together in a diversified workplace and hence improve school-based curriculum development.

Authors

• Pak-Hei Lam, The Chinese University of Hong Kong

• Sally Wai-Yan Wan, The Chinese University of Hong Kong

• Chun Yin Fong, The Chinese University of Hong Kong

• Victor Shing Chung Kong, The Chinese University of Hong Kong

• Sum Yin Liao, The Chinese University of Hong Kong

• Tsun Hin Wong, Chinese University of Hong Kong