Curriculum Development through an Institution-School Partnership Approach
Addressing the limitations of the current teaching training methods， this study adopts action research as a tool to examine the effectiveness of a new model of teaching known as the institute-school partnership in a teacher education programme in Hong Kong. The paper discusses the framework， design and implementation of this new partnership mode for a group of nine pre-service teachers， and how it can serve as a professional strategy to promote integrated curriculum development in schools. The Institution-school partnership project provided mentoring support that encouraged student-teachers to take part in curriculum development in school， student-teachers was able to apply pedagogical knowledge into real life context， and learned from experience alongside learning from text. This method enhanced the learning motivation of student-teachers at this pre-service period for better equipping themselves for the school workplace， at the same time highly promoted curriculum development of the participating school by adopting the concept of integration to achieve effective learning， within the current segregated curriculum structure in school. The study uses integrated curriculum as a cutting point to link up partnership with the teacher education institute and school teachers， the lessons learnt can be shared to promote curriculum development in schools which better serves the needs of learning for students in schools.
|關鍵詞||行動研究、活潑學習、院校合作、情景性學習、課程統整、action research、active learning、institution-school partnership、authentic learning、curriculum integration|