The professional formation and learning of new secondary teachers in Hong Kong: A dim-sum model?

The professional formation and learning of new secondary teachers in Hong Kong: A dim-sum model?

• Forrester, Victor Baptist University, Hong Kong
• Draper, Janet University of Exeter, United Kingdom

Teacher Development, 9(3), 413-428, 2005

Routledge

2005

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

Individual Differences Foreign Countries Secondary School Teachers Cultural Context Questionnaires Longitudinal Studies Interviews Beginning Teachers Teacher Attitudes Professional Development Teaching Experience Training Methods Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

Changing educational priorities are reflected both in the literature and the models that seek to describe initial teachers' professional formation and learning. However, do new teachers' experiences conform to these models? A sampling of Hong Kong secondary school teachers over their first year as full-time teachers provides data from questionnaires and longitudinal interviews supporting a variety of processes and related models which highlight that becoming a teacher reflects individual differences. To account for this array of individual differences an interaction model is proposed that reflects the Chinese cultural context of this study - the 'dim-sum' model - a model that sites initial teachers' professional formation and learning within a multi-perspective and interactive learning context.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530500200252 ]

• English

Journal Articles

• 13664530

• 10.1080/13664530500200252

https://bibliography.lib.eduhk.hk/bibs/f8df69c4

2010-09-27