How Learning Study could empower teachers to embrace education initiatives through research–practice partnership in Hong Kong

ABSTRACT

The issue of the “research-practice gap” has been a long-standing concern in the education community. To tackle this issue, there is a growing interest in research–practice partnerships (RPPs) to connect research with practice by providing solutions for improving practice in schools. Although studies have reported that constructive relationship would produce positive outcomes, establishing long-term and mutually beneficial RPPs requires further investigation. In Hong Kong, the Learning Study (LS) approach with Variation Theory derived from phenomenology as the theoretical framework for pedagogical design has been adopted as a RPP model and has sustained for two decades. Like many RPPs models, LS approach has been facing different challenges when teachers are increasingly held accountable for meeting new demands from education reform. In this respect, this paper explores the challenges and strategies of the LS approach as a RPP model and its conditions of success. It reports a case study of how a group of English Language teachers adopting a LS approach while integrating education initiatives in their instructional design. The findings have identified trust building, teacher’s capacity building and visible outcomes as possible key factors of effective RPP model. This paper may shed light on the implementation of research–practice partnerships.

KEYWORDS:

• Learning Study
• research-practice partnership
• Hong Kong
• trust
• capacity building

Acknowledgments

The author would like to thank the principal, teachers, and students of the case school for their support of the programme. Special thanks are extended to the case consultant, Ms. Jannie Tsang, for her contribution and professional advice offered to the school. The work described in this paper was supported by a commissioned project from Education Bureau and Centre for Excellence of Learning and Teaching.

Disclosure statement

No reply potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Po Yuk Ko

Professor Ko Po Yuk is Professor (Practice) at the Department of Curriculum and Instruction, The Education University of Hong Kong (EdUHK). Professor Ko leads the development of Learning Study, makes Learning Study a niche research area at EdUHK and has contributed to shaping theory and practice in classroom teaching in Hong Kong. She is also one of the Founding Members of World Association for Lesson Studies. Recently, Professor Ko has continued her leadership work in her Learning Study specialty, and engaged her team members in supporting and initiating new cutting-edge classroom practices in schools, including self-directed learning, e-learning and STEM education etc.