Teacher's identity, values and moral purposes in school improvement: Interpretations of a Hong Kong Experience

Teacher's identity, values and moral purposes in school improvement: Interpretations of a Hong Kong Experience

• Siu, Yuen Mei Ina The Hong Kong Institute of Education

JISTE: Journal of the International Society for Teacher Education, 8(1), 37-47, 2004

International Society for Teacher Education

2004

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School

Teacher Education and Professional Development Primary Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This paper describes the experience of a teacher educator in fostering teacher development in a reading project in Hong Kong. The teacher educator is interested in finding out the perceptions of teachers in the project and the factors affecting their perceptions and thus participation in the project. Teachers were interviewed and their lessons observed. A study of documents gave background information of the school. The interactions with the teachers in school functions, lesson observation, discussions and workshops recorded in the researcher’s diary had led to holistic interpretation of the teachers’ participation in the project. It is argued that the teacher’s sense of identity, value and moral purposed play an important but often neglected role in their involvement in an innovation.
[Copyright © 2004 International Society for Teacher Education.]

• English

Journal Articles

• 10295968

https://bibliography.lib.eduhk.hk/en/bibs/a64649ed

2015-03-26