Journal Articles
Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
- Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
- Teaching & Teacher Education, 82(0), 153-163, 2019
- Elsevier Ltd.
- 2019
-
- Hong Kong
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- 1997.7 onwards
-
- Pre-Primary Education
- Post-Secondary Education
- This study examined the relationships between teachers' perceptions of faculty trust, professional learning communities, and their professional learning among a sample of 2106 Hong Kong kindergarten teachers. It analysed the differences between the effects of faculty trust in various stakeholders (i.e., colleagues, parents, and the principal). The results show that while trust in colleagues exerted a positive effect on teacher professional learning, the direct effects of trust in the principal and trust in parents were non-significant. Meanwhile, professional learning communities positively mediated the effects of teachers' perceived faculty trust on their learning. Implications for teacher learning in kindergartens are presented. [Copyright of Teaching & Teacher Education is the property of Elsevier Ltd.]
-
- English
- Journal Articles
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- 0742051X
- https://bibliography.lib.eduhk.hk/en/bibs/700e81ab
- 2020-03-03
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