Promoting teacher learning in trustful kindergartens: The mediation of professional learning communities

Promoting teacher learning in trustful kindergartens: The mediation of professional learning communities

• Yin, Hongbiao The Chinese University of Hong Kong
• To, Ken The Chinese University of Hong Kong
• Keung, Pui Chi Chrysa The Chinese University of Hong Kong
• Tam, Winnie Wing Yi The Chinese University of Hong Kong

The American Educational Research Association Annual Meeting (AERA 2019): Paper session of international collaborations and perspectives on teacher learning (2019: Toronto, Canada)

• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This study examined the relationships between faculty trust, professional learning communities and teacher professional learning among a sample of 2120 kindergarten teachers in Hong Kong. Faculty trust was examined through trust in colleagues, trust in the principal and trust in parents to explore the effects of organizational factors in details. The results showed that professional learning communities significantly mediated the positive effects of faculty trust on teacher professional learning. However, while trust in colleagues exerted a positive effect on teacher professional learning, the effects of trust in parents and trust in the principals were found to be negative and having no significant effect respectively. Kindergartens are recommended to promote teacher learning through enhancing faculty trust and professional learning communities. Copyright © 2019 All Academic, Inc.

Paper presented at The American Educational Research Association Annual Meeting (AERA 2019): Paper session of international collaborations and perspectives on teacher learning, Toronto, Canada.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/4beb1379

2022-01-05