Higher Education

, Volume 42, Issue 2, pp 143–169 | Cite as

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme

Abstract

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.

conceptions of teaching conceptual change enhancing teaching and learning programme evaluation staff development 

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Copyright information

© Kluwer Academic Publishers 2001

Authors and Affiliations

  1. 1.Educational Development CentreHong Kong Polytechnic UniversityHung HomHong Kong (author for correspondence; E-mail:
  2. 2.Department of EducationUniversity of Hong KongHong Kong
  3. 3.Educational Development CentreHong Kong Polytechnic UniversityHong Kong

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