Search results for: Hong Kong
Page 3/6 57 items
The purpose of the present study is to investigate the growth and development of a novice teacher participating in a Continuing professional development (CPD) project. Based on the findings of the current paper, the CPD project supports the professional development of a novice teacher in three areas. First, it helps develop teaching competencies. Second, it promotes positive socialization in organization and in the profession. Finally, it facilitates the development of one’s professional identity. This study illustrates the important challenges teacher educators face in finding new ways to create learning opportunities in teaching students and novice teachers. Such opportunities would be meaningful for teacher educators in their own professional development and growth.
Updated: Mar. 31, 2014
This article describes the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. The findings demonstrate that the trajectory of the preservice teachers’ identity formation relied not only on connecting past and future but also on their perceptions of current English language teaching practices in Hong Kong schools. However, the participants evaluated many of these practices negatively. These negative evaluations resulted in a rigid division being discursively established between ‘traditional’ teachers on the one hand and ‘modern’ teachers on the other.
Updated: Feb. 17, 2014
This study explores the job satisfaction and career development of beginning teachers in Hong Kong at a time of education reform. The authors are interested to understand teachers’ reasons for joining the profession, and how their personal goals interact with the teaching environment to shape job satisfaction. The participants were eleven graduates from the Post-graduate Diploma of Education (PGDE) Primary Programme of the Hong Kong Institute of Education in 2007. The findings reveal that the school environment was found to be more determinative of teachers’ satisfaction and their initial teaching orientation. The authors suggest that teachers’ level of job satisfaction may be improved through systematically reducing their non-teaching workload by a generous increase in the number of supporting staff in schools.
Updated: Dec. 17, 2013
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
Local and Global – Conflicting Perspectives? The Place of Overseas Practicum in Preservice Teacher Education
This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards.
Updated: Oct. 23, 2013
A Multilevel Analysis of the Impact of a Professional Learning Community, Faculty Trust in Colleagues and Collective Efficacy on Teacher Commitment to Students
The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.
Updated: Jun. 20, 2012
This article explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.
Updated: Apr. 22, 2012
The Role of Teachers’ Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
The present study investigated the relationship between young Chinese children’s motivation, teachers’ use of motivating instructional strategies and children’s reading comprehension. The theoretical framework of the present study was based Motivating Instructional Contexts Inventory that postulated that teachers’ cognitive support could motivate Chinese students to learn. In conclusion, this study indicates how teachers can provide cognitive support in reading classrooms through providing students with challenging tasks, stimulating students’ curiosity about the reading materials, and recognising students’ efforts in reading comprehension.
Updated: Nov. 01, 2011
This article explores an example of messy collaboration that occurred in the context of a Learning Study conducted in a secondary school in Hong Kong working in partnership with education faculty from a local tertiary institution. The article analyses the dynamics of the interactions between the participants in this Learning Study by drawing on the literature on micropolitics.
Updated: Oct. 04, 2011
Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culturespecific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the microcultures in the classroom that they coconstructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.
Updated: Sep. 27, 2011