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教師是實施校本課程發展的關鍵人物，在實施過程中，教師需要不斷重新審視課程及評估學與教的關係。課堂學習研究是參考日本的授業研究（lesson study），並以變易學習理論（the theory of variation）為基礎的一種校本課程發展及教師專業發展模式。教師和大學的研究員對課程中某些重要課題和學生的學習難點進行深入的探討，然後共同設計一堂研究課，最後進行有系統地觀課、評量和反思。本文會先介紹課堂學習研究的理論架構，之後以一個小學常識科研究課案例來說明課堂學習研究的各個步驟，最後討論課堂學習研究與校本課程發展及教師專業發展的關係。 Teachers are the key figures in the implementation of school-based curriculum development. During the process, teachers need to continuously re-examine the curriculum and evaluate the relationship between learning and teaching. Learning study is a kind of school-based curriculum development and teacher professional development model inspired by the lesson study in Japan and grounded on the theory of variation. In each learning study, teachers work collaboratively with researchers from tertiary institutes to plan a research lesson aiming at developing some capabilities or values which are central to the curriculum and in which their students have difficulties to learn. Then they will go through a systematic process to observe lessons, to evaluate and to reflect. This paper first introduces the theoretical framework of lesson study. Then a case of a research lesson of Primary School General Studies is used to elaborate the steps in conducting learning study. Finally, the role of learning study in school-based curriculum development is discussed.

Based on the author indices over the past ten years in three international journals of physics teaching, we have constructed networks of physics educators. The latter are connected if they have published one or more articles together in any one of the three journals. We obtained some important sociological characteristics of the research collaborations or linkages between physics teachers. These results indicate how experiences, ideas, and methods are shared, the degree of collaboration, the existence of clusters between physics teachers, and the productivity distribution. Many aspects of our results differ significantly from those recently found by other researchers on the co-authorship networks of scientists in various fields. The present work can serve as an example of the application of the concepts and features of social network analysis. [ABSTRACT FROM AUTHOR]

This paper reports a pilot study on the teacher education program of the Chinese University of Hong Kong, aiming to enrich the curriculum materials in science teacher training. The study adopted the phenomenological approach developed by Max van Manen (1990, 1991) when he studied the “teacher pedagogical tact”. It started with collecting secondary school science students’ lived experiences of science lessons. Each invited student was asked to write a short paragraph, in the form of anecdote, about the most unforgettable science lesson he/she had experienced. Then science teachers were invited to discuss and reflect on students’ lived experiences in focus group discussions in order to accomplish the purpose of teacher development. [ABSTRACT FROM AUTHOR]