Who's the teacher? Who's the learner? Professional growth and development of a novice teacher in Hong Kong

Who's the teacher? Who's the learner? Professional growth and development of a novice teacher in Hong Kong

• Yuen, Lai Ha Freda The Hong Kong Institute of Education

Childhood Education, 90(1), 43-53, 2014

Routledge

2014

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

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

This study highlights the importance of mentorship focused on reflective practice during preservice teacher education and early years of teaching. Thoughtful reflection about teaching practices during early years of teaching is critical in preparing teachers for a child-centered curriculum. To successfully distinguish between teacher-directed and child-centered learning experiences, novice teachers require adequate understanding of child development and observations that inform planning and classroom teaching practices. This article discusses an early childhood teacher education program in Hong Kong in light of the need to broaden the scope of inquiry-based, reflective practice in ongoing teacher professional development. The author provides recommendations for successful mentorship programs and collaborations between educator preparation programs and schools.
[Copyright © Routledge].

• English

Journal Articles

• 00094056

https://bibliography.lib.eduhk.hk/en/bibs/3fa2c407

2015-12-14