Emphasis on continuing professional development is seen as an important aspect of educational reform at all levels of education. In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels. However, there have been few partnerships within the Professional Development School Program (PDS) established in early childhood settings. Thus, this paper explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.
[Copyright of Journal of Early Childhood Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10901027.2010.547651]