Conceptualizing innovation and professional learning in the Hong Kong context

Lu, J. and Campbell, P. (2021) Conceptualizing innovation and professional learning in the Hong Kong context. Practice, 3(1), pp. 67-72. (doi: 10.1080/25783858.2020.1831887)

Abstract

In this paper, we review the challenges of sustaining effective teacher professional learning in Hong Kong and propose that professional learning could enable teacher innovation, and teacher innovation reversely rejuvenates professional learning. We also argue that greater exploration is needed of how professional learning is theorised in relation to broader themes that influence it. These key themes explored have significant implications for both organisational and wider systemic culture and practice both in Hong Kong and in systems around the world.

• Item Type: Articles
• Additional Information: This paper is supported by the Research Grant Council through the General Research Fund (Project No.18610719).
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Campbell, Paul
• Authors: Lu, J., and Campbell, P.
• College/School: College of Social Sciences > School of Education
• Journal Name: Practice
• Publisher: Taylor & Francis
• ISSN: 2578-3858
• ISSN (Online): 2578-3866
• Published Online: 06 October 2020
• Copyright Holders: Copyright © 2020 IPDA
• First Published: First published in Practice 3(1): 67-72
• Publisher Policy: Reproduced in accordance with the publisher copyright policy