From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development

Part of the CERC Studies in Comparative Education book series (CERC, volume 26)


This chapter is concerned with how teacher education can respond professionally to the call for educational reform. It reports on a three-yearstudy of curriculum development in preparing student-teachers for the move towards a learning profession, and seeks the meaning of the synergy of teaching and learning through a journey of building relationships for co-learning as a community. An innovation emerged in terms of ‘students-and-teacher evaluation of learning-and-teaching’ (STELT). Amidst the traditional boundaries held in the system of Students’ Evaluation of Teaching (SET), the lived curriculum revealed dissonance between the call for reform and the unchanged system of evaluation. The structural condition of vulnerability for educators and the power from within are visited. The study demonstrated a quest for learning in an institutional structure that holds teachers accountable for both the existing system and the call for reform. The chapter concludes with iteration of challenges and opportunities for learning as a community.


Lifelong Learning Learning Community Curriculum Development Educational Reform Curriculum Reform 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Comparative Education Research Centre 2010

Authors and Affiliations

  1. 1.Faculty of EducationThe University of Hong KongHong KongChina

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