Valuing relationships, valuing differences: Co-teaching practices in a Hong Kong early childhood center

Valuing relationships, valuing differences: Co-teaching practices in a Hong Kong early childhood center

• Sanders-Smith, Stephanie C. University of Illinois at Urbana-Champaign
• Lyons, Mary E. Knox College
• Yang, Ya Hsuan Sylvia University of Illinois at Urbana-Champaign
• McCarthey, Sarah J. University of Illinois at Urbana-Champaign

Teaching and Teacher Education, 97(0), - , 2021

Elsevier

2021

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Emergent Curriculum Bilingual Early Childhood Education Co-teaching

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Co-teaching provides opportunities for children that cannot be produced by a solo teacher. However, building relationships between co-teachers, particularly in a cross-cultural setting, can be difficult. This study of early years teachers in a Hong Kong international school aims to consider the elements that facilitate a strong and productive co-teaching relationship and challenges that teaching teams encounter. The study utilizes qualitative interviews of 26 teachers to capture teachers’ perceptions of co-teaching. Findings suggest, that while teachers valued their relationships, the building and maintenance of a productive co-teaching relationship takes work, flexibility, and an openness to the perspectives of one’s partner. Copyright © 2021 Elsevier.

• English

Journal Articles

• 0742051X
• 18792480

• 10.1016/j.tate.2020.103230

https://bibliography.lib.eduhk.hk/en/bibs/18492ed5

2022-04-20