Catalysts leading experienced primary teachers to change ways they teach reading

Abstract

This paper reports the impact on a small group of Taiwanese Chinese Language primary school teachers of a guided visit to Hong Kong to observe how the subject they were responsible for teaching was being taught in Hong Kong. The project was funded by a social enterprise in Taiwan and led by a Taiwanese academic working with assistance from Chinese Language specialists in the University of Hong Kong. Teachers from Hong Kong and Taiwan shared their professional experiences and school visits were arranged for the Taiwanese teachers to see how reading comprehension was being taught in primary schools in Hong Kong. Although high-level retrospective formal written accounts of the study tour experience were gathered and online forum discussions, post-tour interviews and follow-up focus group meetings were arranged, the single-most important catalyst for changing pedagogy in Taiwan was the experience of seeing at first-hand the strategies Hong Kong teachers were using to achieve very impressive learning gains within students.