Search results for: Hong Kong
Page 6/6 59 items
Alternate Routes in Initial Teacher Education: A Critical Review of the Research and Policy Implications for Hong Kong
The authors use Hong Kong's policy on initial teacher training as a case study of the interplay between international trends and local policy. Traditionally initial teacher preparation in most countries has been based in higher education institutions. In recent years, alternative routes for initial teacher education have proliferated in the United States and the United Kingdom. The authors claim that these trends have had significant impact on Hong Kong's policies for initial teacher preparation.
Updated: Mar. 02, 2009
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method.
Updated: Jan. 12, 2009
A model was constructed to understand teacher acceptance for e-learning technology. Data from a self-reported questionnaire were collected from 152 in-service teachers who were studying in a part-time teacher education program in Hong Kong. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self-efficacy, were formed and tested in the study. The ease of use became the sole determinant to the prediction of intention to use.
Updated: Aug. 27, 2008
The article reports on the conceptualization of teacher success in Hong Kong. Personal attributes and professional qualities are combined in order to describe the successful teacher. The aim of the study was to draw attention to a broad perspective of teacher characteristics, rather than focusing merely on professional attributes
Updated: Apr. 30, 2008
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study.
Updated: Jan. 27, 2008
The article describes a cross cultural study of early education professionals regarding their perceptions of status, working conditions, and public appreciation. The study was conducted in Guatemala, Hong, Kong, Hungary, India, Mexico, Peru and the United States. Cross cultural data indicate high agreement on the professionals' perceptions. Participants felt discouraged and unappreciated and needed greater financial and emotional support.
Updated: Jan. 27, 2008
A two-year project was introduced to Hong Kong kindergarten teachers where they were asked to created collaborative videos about models of good practices, following effective teaching episodes with peer teachers. Findings suggest that the use of a collaborative project activated the teachers' creativity and sensitivity in giving the children's learning a first priority in their pedagogy.
Updated: Jan. 24, 2008
The Influence of an Inclusive Education Course on Attitude Change of Pre-service Secondary Teachers in Hong Kong
Hong Kong has slowly shifted from insulating students with disabilities in special classrooms, to providing inclusive programs in regular classrooms. As a result, teacher education institutions have begun offering study programs in order to facilitate coping with the diversity in the classes. The paper examines the adequacy of the inclusive education on the attitude change of preservice teachers in Hong Kong. The study consisted of surveys administered to 200 preservice teachers regarding their opinions about the inclusion program, before and after the special module study.
Updated: Jan. 14, 2008
The article describes a study conducted in Hong Kong and designed to examine the impact of school based curriculum development. Analysis of data revealed that the extent to which teachers were involved in the development process, contributed to the positive development of the participating teachers. The study utilized the PER (the process of planning, experimenting and reflecting).
Updated: Jan. 09, 2008