From passive to active: Early childhood teachers as researchers of their practice in Hong Kong

From passive to active: Early childhood teachers as researchers of their practice in Hong Kong

• Wong, Siu Man The Hong Kong Institute of Education

The International Journal of Adult, Community, and Professional Learning, 20(4), 1-12, 2014

United States

Common Ground Publishing

2014

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Active Learning Teacher Education Curriculum Professional Development

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Educational researchers in Hong Kong has pointed out the inadequacy of the competency-based teacher education program in the past decade. A qualitative pilot study was conducted to examine how an inquiry-based Integrated Field Studies (IFS) course could help to facilitate early childhood teachers to become researchers of their own practice. The research project also examined how their learning experiences facilitate their professional growth throughout the course. The main data source for this study was semi-structured and individual in-depth interviews of in-service early childhood teachers. Additional data, such as, the participants’ written reports and IFS handbooks, were also collected for data analysis. The findings showed that the IFS courses were characterized by several features which could help enhance the growth of the teachers. They included: Freedom of choice on individual student’s area of interest for investigation; students being perceived as active learners; an opportunity for a continual and practical research experience; the provision of an interactive learning environment and a supportive role played by the supervisor. The study advocates a collaboration between the supervisor and the students to inquire into their teaching and learning experiences in future study.
[Copyright © 2014 CGPublisher.]

• English

Journal Articles

• 23286318

https://bibliography.lib.eduhk.hk/bibs/72d26276

2015-05-05