Journal Articles

Early-career academics' perceptions of teaching and learning in Hong Kong: Implications for professional development

EdLink

Title:
Early-career academics' perceptions of teaching and learning in Hong Kong: Implications for professional development
Authors:
Source:
International Journal for Academic Development, 16(3), 257-268, 2011
City Published:
London
Publisher:
Routledge
Year Published:
2011
Education Categories:
- M Teachers & Education for Teachers
  - MA Professional Education for Teachers
- P Social Context of Education
  - PC Society & Education
Keywords:
Chinese Culture Academic Staff Academic Staff Attitudes Academic Staff Development University Teaching Teaching Skills Teacher Induction
Region:
- Hong Kong
Period:
- 1997.7 onwards
Level:
- Post-Secondary Education
Abstract:
This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new academics from taking an active interest in ongoing professional development beyond the mandatory component. However, the effect of Chinese culture, which places a strong emphasis on 'face' and harmonious human relationships, and the existence of hidden ('ghost') rules can collectively add pitfalls that inhibit new academics' full engagement in their teaching roles. Local contextual capabilities are identified and implications for the design of professional development programmes for early-career academics are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360144X.2011.596731]
Language:
- English
Document Type:
Journal Articles
ISSN:
- 1360144X
DOI:
- 10.1080/1360144X.2011.596731
Permalink:
https://bibliography.lib.eduhk.hk/bibs/5c252a70
Entry Date:
2013-11-16