The impact of Hong Kong pre-primary education voucher scheme on teachers professional development

2010 ◽  
Author(s):  
Nga-yan, Janet Hung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Primary Education ◽  
Voucher Scheme ◽  
Education Voucher ◽  
Teachers Professional Development ◽  
The Impact

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

scholarly journals Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2975
Author(s):  
Eugenia Taranto ◽  
Simone Jablonski ◽  
Tomas Recio ◽  
Christian Mercat ◽  
Elisabete Cunha ◽  
...  
Keyword(s):  
Professional Development ◽  
Task Design ◽  
Theoretical Background ◽  
Special Focus ◽  
Message Board ◽  
Digital Tool ◽  
Massive Open Online Course ◽  
Qualitative Approaches ◽  
Teachers Professional Development ◽  
The Impact

In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.

scholarly journals School-Based Mentoring for Professional Development of Inclusive School Teachers

2011 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Teaching Method ◽  
School Level ◽  
School Teachers ◽  
School Based ◽  
Inclusive School ◽  
School Based Mentoring ◽  
Teachers Professional Development ◽  
The Impact

School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

scholarly journals Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development

2020 ◽  
Vol 26 (3) ◽  
pp. 69-85
Author(s):  
Danijela Blanuša Trošelj ◽  
Karla Franković ◽  
Milena Valenčič Zuljan
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Teacher Development ◽  
Professional Training ◽  
Preschool Teachers ◽  
Research Questions ◽  
The Republic ◽  
Teachers Professional Development ◽  
The Impact ◽  
Children's Activities

Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.

scholarly journals Parents' Choice of Early Childhood Education Services in Hong Kong: A Pilot Study about Vouchers

2009 ◽  
Vol 10 (3) ◽  
pp. 263-279 ◽  
Author(s):  
Gail Yuen ◽  
Susan Grieshaber
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Pilot Study ◽  
Early Childhood Education ◽  
Voucher Scheme ◽  
Public And Private ◽  
Non Profit ◽  
Childhood Education ◽  
School Year ◽  
The Impact

The introduction of a voucher scheme for early childhood education in Hong Kong has resulted in significant changes in the field. This article reports data from a pilot study that aimed at understanding better how parents chose an early childhood education service following the introduction of a voucher scheme in Hong Kong. Eighty-six Chinese parents with children aged three participated in interviews and focus group discussions. This group of parents had just undergone the process of selecting a kindergarten or nursery for their children for the school year 2007–2008. The participants were from a range of socioeconomic circumstances and educational levels who had selected non-profit-making kindergartens and nurseries in public and private housing estates. The results showed that what parents looked for in their choice of service closely matched how they defined quality. Moreover, their views on quality greatly resembled the specific notion of quality that the recent reform policy has been heavily promoting. The findings point to the complex interactions among policy, choice, and practices of early childhood education. The new voucher scheme is intensifying the governing of both the self and the field, the impact of which is worrisome.

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