The transformation of identity of secondary school teachers: Professional development and English language education strategies in "Hong Kong" during the COVID-19 pandemic

The transformation of identity of secondary school teachers: Professional development and English language education strategies in "Hong Kong" during the COVID-19 pandemic

• Lo, Noble Po Kan College of Professional and Continuing Education, The Hong Kong Polytechnic University
• To, Bryan Ka Ho Suzhou Singapore International School

Cogent Education, 10(1), 2023

Taylor & Francis

2023

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

Continuing Professional Development English Language Education Secondary School Teachers Identity Formation

• Hong Kong

• 1997.7 onwards

• Secondary Education

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The disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-COVID-19 identity formation amongst secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting. This study will apply a mixed-methods approach to the collection of quantitative (survey) and qualitative (interview) data from a sample of Hong Kong educators. Through a critical, comparative analysis of these findings and triangulation of the evidence with prior academic theories, a model of educator development and identity formation will be proposed to improve and target developmental support throughout normalisation and post-COVID-19 recovery. Copyright © 2023 Taylor & Francis.

• English

Journal Articles

• 2331186X

• 10.1080/2331186X.2022.2163790

https://bibliography.lib.eduhk.hk/en/bibs/09ca1a3a

2024-05-17