The impact of continuing professional development on a novice teacher

The impact of continuing professional development on a novice teacher

• Yuen, H. L. Dept. of Early Childhood Education, Hong Kong Institute of Education

Teacher Development, 16(3), 387-398, 2012

Routledge

2012

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MF Characteristics & Conditions of Educational Workers

Kindergarten Beginning Teacher Induction Teacher Improvement Teacher Attitudes Professional Development Novices Participant Satisfaction Instructional Improvement Training Methods Active Learning Teaching Methods

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For five years prior to the CPD project, the class had used a mixed curriculum of project approach topics and thematic units. The novice teachers, however, repeatedly expressed their concerns regarding the project work, including their lack of control over its direction. The author (the school consultant) offered to conduct a school-based CPD project at the kindergarten in order to enhance the teachers' professional development using the project approach. This paper tracks a novice teacher's professional growth and development through her experience in the CPD project. Specifically, the paper discusses how a project involving kindergarten children evolved in the classroom, as well as the reflections of a novice teacher regarding the project approach and CPD.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.722440]

• English

Journal Articles

• 13664530

• 10.1080/13664530.2012.722440

https://bibliography.lib.eduhk.hk/en/bibs/b90aa4b5

2014-01-18