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Journal Articles
1511. Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

By: Lam, Shui Fong; Law, Yin Kum

Document Type: Journal Articles

Source: Asia Pacific Journal of Education, 28(2), 177-187, 2008

Year published: 2008

Publisher: Routledge
We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790802036661]
Journal Articles
1512. Obstacles as opportunities in the promotion of teachers' learning

By: Harfitt, Gary James; Tavares, Nicole Judith

Document Type: Journal Articles

Source: International Journal of Educational Research, 41(4), 353-366, 2004

Year published: 2004

Publisher: Elsevier
- EdLink
Journal Articles
1513. Mentors' perceptions of their roles in mentoring student teachers

By: Kwan, Tammy; Lopez-Real, Francis

Document Type: Journal Articles

Source: Asia-Pacific Journal of Teacher Education, 33(3), 275-287, 2005

Year published: 2005

Publisher: Routledge
Mentoring may be seen as a process that helps student teachers become professional teachers. In this context, a variety of significant roles played by mentors have been identified in the literature. This paper reports on mentors' perceptions of the most important roles selected from a given list, as revealed through questionnaire and interview data. This analysis forms part of a large-scale evaluative project of a school-university partnership scheme initiated by the University of Hong Kong. The findings indicate overwhelming attention given to the role of 'provider of feedback', which stresses the provision of pragmatic advice given to student teachers according to their personal strengths and weaknesses. However, for those mentors whose perception of the most important role had changed over time, the direction of change was towards roles such as 'counselor', 'equal partner' and 'critical friend', which emphasize a more relational aspect of working together with student teachers to achieve professional development.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660500286267]
Journal Articles
1514. Lifelong professional development of teachers: A suggestion for the overhaul of INSET

By: Ho, Kwok Keung; Yip, Kwok Hung

Document Type: Journal Articles

Source: International Journal of Lifelong Education, 22(5), 533-541, 2003

Year published: 2003

Publisher: Routledge
This article tries to explore some new direction for the in-service education of the teaching profession (INSET). The basic assumption for the present proposal of improving the lifelong professional development of teachers is that no substantial financial burden would be imposed on either the governments or the teachers. The present study was planned so that the data collected could be compared with two previous Hong Kong studies (Ho 1987, Ho and Chan 2000) done in the last 15 years. A questionnaire about INSET was designed for the study. Among the 2045 schools in Hong Kong, 102 schools (about 5%) were randomly selected for the study. Forty questionnaires were sent to each selected school for their teachers to complete. Fifty-nine schools sent back a total of 1363 questionnaires. The response rate was 58%. The results indicated that a great majority of teachers support the idea of partial pay leave as well as no pay leave. Governments and/or voluntary educational organizations are challenged to review their present policy of lifelong education of teachers.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0260137032000081511]
Journal Articles
1515. Mentoring student-teacher case studies

By: Yip, Heung Ling

Document Type: Journal Articles

Source: Early Child Development and Care, 173(1), 33-41, 2003

Year published: 2003

Publisher: Routledge
Substantial, broad and varied benefits can be gained from mentoring; however, the key to successful mentoring lies in the mentor/mentee relationship. The present study investigated the dimensions in the mentoring relationships that foster or impede the mentoring process between four kindergarten principals and four student-teachers in Hong Kong. The findings of the study support the view that relationship-building is critical in the mentoring process. The dimensions that may sustain an effective mentoring relationship appear to be a high comfort level, trust, openness, ongoing support, regular communication, and the mentors' expertise and level of commitment.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022404]
Journal Articles
1516. Meta-learning ability--A crucial component for the professional development of teachers in a changing context

By: Cheng, Doris Pui Wah

Document Type: Journal Articles

Source: Teacher Development, 12(1), 85-95, 2008

Year published: 2008

Publisher: Routledge
Reviews of teachers professional development show that it is a highly complicated area, in which it is difficult to offer a unified and comprehensive view of the growing development of teachers. This study looks into the development of teachers by tracking their practices in a problematic teaching area: 'learning through play'. Four Hong Kong kindergarten teachers participated in a qualitative study that investigated their implicit knowledge of teaching. The findings show that there is a close relationship between the informants' teaching approaches and their self-learning patterns. The result raises doubt about the staged developmental perspectives of teacher development. The significance of meta-learning ability, which is found to be an essential component for the professional development of teachers in a changing context, is revealed.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530701827764]
Journal Articles
1517. Mentors' perceptions of their own professional development during mentoring

By: Lopez-Real, Francis; Kwan, Tammy

Document Type: Journal Articles

Source: Journal of Education for Teaching, 31(1), 15-24, 2005

Year published: 2005

Publisher: Routledge
During 2001-2002 the Faculty of Education at the University of Hong Kong undertook a large-scale evaluation of the school-university partnership scheme. As part of this study, all mentors were asked how, if at all, the mentoring process had enhanced their own professional development. An open-response questionnaire was administered with a selection of follow-up interviews. About 70% of the mentors claimed that they had benefited professionally from mentoring. Here we analyse mentors' responses and from them propose four constructs that we suggest lead to professional development, namely: learning through self-reflection, learning from student teachers, learning through mutual collaboration, and learning from university tutors. Of these, the first appears to be the most significant.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470500043532]
Journal Articles
1518. Measuring the professional identity of Hong Kong in-service teachers

By: Cheung, Hoi Yan

Document Type: Journal Articles

Source: Journal of In-Service Education, 34(3), 375-390, 2008

Year published: 2008

Publisher: Routledge
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method. Based on various studies, one of the ways of understanding the professional identity of teachers was through teachers' roles and practices. This study described the procedure for developing a professional identity scale according to the practices of professional teachers. The final version of the scale included 19 items. Overall, this scale was found to be valid and reliable for measuring the professional identity of Hong Kong in-service teachers in both pilot and main studies.
[Copyright of Journal of In-Service Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13674580802003060]
Journal Articles
1519. Learner perceptions of a professional development immersion course

By: Bridges, Susan

Document Type: Journal Articles

Source: Prospect, 22(2), 39-60, 2007

Year published: 2007

City published: New South Wales, Australia

Publisher: National Centre for English Language Teaching and Research
- EdLink
Journal Articles
1520. Language learning experience in L2 teacher education

By: Flowerdew, John

Document Type: Journal Articles

Source: TESOL Quarterly, 32(3), 529-536, 1998

Year published: 1998

Publisher: Teachers of English to Speakers of Other Languages
- EdLink

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1511. Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

1512. Obstacles as opportunities in the promotion of teachers' learning

1513. Mentors' perceptions of their roles in mentoring student teachers

1514. Lifelong professional development of teachers: A suggestion for the overhaul of INSET

1515. Mentoring student-teacher case studies

1516. Meta-learning ability--A crucial component for the professional development of teachers in a changing context

1517. Mentors' perceptions of their own professional development during mentoring

1518. Measuring the professional identity of Hong Kong in-service teachers

1519. Learner perceptions of a professional development immersion course

1520. Language learning experience in L2 teacher education

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Search for books, chapters, journal articles and reports.

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1511. Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

1512. Obstacles as opportunities in the promotion of teachers' learning

1513. Mentors' perceptions of their roles in mentoring student teachers

1514. Lifelong professional development of teachers: A suggestion for the overhaul of INSET

1515. Mentoring student-teacher case studies

1516. Meta-learning ability--A crucial component for the professional development of teachers in a changing context

1517. Mentors' perceptions of their own professional development during mentoring

1518. Measuring the professional identity of Hong Kong in-service teachers

1519. Learner perceptions of a professional development immersion course

1520. Language learning experience in L2 teacher education

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