Chapter 3: School-based research and learning activities: An innovative model for promoting teacher professional development

The traditional type of in-service teacher education in China mainly utilizes a lecture-centered approach which tends to be theory-oriented and experience-led. However, the effect of such type of learning activities has been called into question.

First, teachers might not accept the information after hearing it. According to the cognitive dissonance theory, people are reluctant to accept information which is inconsistent with their expectations and existing belief system, and tend to accept only information which fits in with their existing knowledge basis (Festinger, 1989). Accordingly, teachers maybe disinclined to accept information which is inconsistent with what they have learned previously.

Also, even if teachers do accept a new perspective, they may not know how to apply it. The theory of implicit knowledge asserts that professional knowledge is tacit (beyond explanation), personal, and situated (learning by doing). Most teachers, however, find that it is difficult to put into practice educational theories and pedagogical skills presented through one-way lecturing during in-service learning programs. This is a key problem that needs to be resolved.