Developing Teachers’ Perceptions, Practices, and Self-efficacy of Culture-Teaching through School-University Partnership

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Strengthening Teacher Growth and Student Learning through School–University Partnerships: Perceptions, Professional Learning, and Mentorship

Abstract

This study examines the effect of a social and digitally connected teacher professional development program grounded in School-University Partnership, and based on the PROS model (Professional Development Talks, Reflection, Workshop, Observing & Coaching, and Sharing the Practice) with 55 in-service Chinese language teachers in Hong Kong as participants. Using a quasi-experimental quantitative design, the study investigates changes across three dimensions: teachers' perceptions of culture-teaching, culture-teaching practices, and culture-teaching self-efficacy. Paired-sample t-tests revealed significant improvements in teachers’ culture-teaching practices and self-efficacy, while changes in perceptions were not statistically significant. The finding highlights that the PROS model offers a structured framework for culturally responsive professional development, contributing to culturally inclusive Chinese language education in multicultural contexts.

Authors

• Wai Ming Cheung, University of Hong Kong

• Serene Chan, University of Hong Kong

• Lanfang Sun, University of Hong Kong

• Hector W. H. Tsang, Hong Kong Polytechnic University