Professional Learning in Teacher Collaboration: A View of Contemporary Curriculum Implementation Through Activity Theory

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Cultural and Historical SIG Roundtable Session

Abstract

Increasingly, the process of teacher collaboration on curriculum implementation has become a form of professional learning. Nevertheless, its research for the role of assessment is still scarce. By comparing two teacher teams, this study robustly investigates how teachers collaborated to support their practice. From a socio-cultural perspective, the ethnographic data corpus consisted of 42 video recordings, and they were examined using the lens of activity theory. Results suggested that teachers engaged in the collaboration. Its nature had evolved into an integrated system of using assessment to support the instructional practice. Overall, the paper presents an empirically informed agenda for the development of contemporary professional learning at a systemic level.

Authors

• Ivy Lau, The University of Hong Kong

• Susan M Bridges, The University of Hong Kong

• Dennis Fung, The University of Hong Kong