Meta-learning ability--A crucial component for the professional development of teachers in a changing context

Meta-learning ability--A crucial component for the professional development of teachers in a changing context

• Cheng, Doris Pui Wah Dept. of Early Childhood Education, Hong Kong Institute of Education

Teacher Development, 12(1), 85-95, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods

Foreign Countries Kindergarten Professional Development Teaching Methods Preschool Teachers Lifelong Learning Metacognition Early Childhood Education Teacher Education Programs Interviews Classroom Observation Techniques Children Hong Kong

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

Reviews of teachers professional development show that it is a highly complicated area, in which it is difficult to offer a unified and comprehensive view of the growing development of teachers. This study looks into the development of teachers by tracking their practices in a problematic teaching area: 'learning through play'. Four Hong Kong kindergarten teachers participated in a qualitative study that investigated their implicit knowledge of teaching. The findings show that there is a close relationship between the informants' teaching approaches and their self-learning patterns. The result raises doubt about the staged developmental perspectives of teacher development. The significance of meta-learning ability, which is found to be an essential component for the professional development of teachers in a changing context, is revealed.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530701827764]

• English

Journal Articles

• 13664530

• 10.1080/13664530701827764

https://bibliography.lib.eduhk.hk/en/bibs/1d4a9d77

2010-09-24