ABSTRACT
This chapter presents a study that aims for understanding how instructional consultants in Hong Kong perceive the difficulties in consultation on instruction during the education reform that has set off an avalanche of innovative practices in instruction. The chapter adopts the EPS discussion framework and enabled the participants to go beyond the fundamental attribution error—so as to hold a more balanced and comprehensive view of their difficulties. To address the difficulties arising from people, the participants proposed two strategies: enhancing the school leadership and insistence on the action research paradigm so that consultants and consultees are equal partners in the problem–solving process. The study documents their suggestions for strategies to address the difficulties. Because the study was conducted during a large-scale education reform that had affected many areas in Hong Kong education, the opinions of these consultants are a potential valuable reference for consultants facing similar challenges as a result of education reforms in other parts of world.
