A Comparative Study of Collaborative Teaching’s Cognition and Practice between Hong Kong and Taiwan Elementary School’s Teacher-Librarians

WANG, Ning-Chiao and CHEN, Chao-Chen (2019) A Comparative Study of Collaborative Teaching’s Cognition and Practice between Hong Kong and Taiwan Elementary School’s Teacher-Librarians. Paper presented at: IFLA WLIC 2019 - Athens, Greece - Libraries: dialogue for change in Session 113c - IFLA Poster Session.

Bookmark or cite this item: http://library.ifla.org/id/eprint/2624
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Language: English (Original)
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Abstract

A Comparative Study of Collaborative Teaching’s Cognition and Practice between Hong Kong and Taiwan Elementary School’s Teacher-Librarians

Whether in Taiwan or Hong Kong’ primary school, the role of teacher-librarian does not just exist in library but play a role of constructing courses, providing resources, and being a partner with teachers. With the guidance of teacher-librarian, school’s teachers are no longer lonely for teaching but turning into a mode of Team teaching, which can not only meet the needs of teachers in teaching but also meet the needs of students in learning. This study is mainly to explore the cognition and practice of teacher-librarian between The Affiliated Experimental Elementary School of National Taichung University of Taiwan and Ho Ming Primary School (Sponsored by SikSikYuen) of Hong Kong. Through the teacher-librarians, principals and collaborative teachers of two schools, we can see the similarities and differences between each other.

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