Teacher Learning in the Context of University-School Collaboration: Findings from Two Projects in Hong Kong and Beijing

This paper explores what teachers learn in the context of university-school collaboration in Chinese societies. The two projects discussed are the Quality School Improvement Project (QSIP) in Hong Kong and Teacher Development Schools (TDSs) in Beijing. The study confirms that collaboration can offer supportive context for classroom teachers to learn. The data analysis show that teachers learned about the knowledge and skills in respond to the new curriculum reform both in Hong Kong and Beijing. More important, teachers changed their attitude toward their students and constructed new understanding of their role and identity as a teacher when facing educational change. Insights drawn from these findings have strong implications for teacher learning and improving in th