Special school personnel are isolated: Professional development approaches for collegiality

Special school personnel are isolated: Professional development approaches for collegiality

• Li, Ping Ying Eria Hong Kong Polytechnic University
• Day, Jeffrey The University of Hong Kong
• Crawford, Nick The Hong Kong Institute of Education

Hong Kong Special Education Forum, 3, 31-52, 2000

Special Education Society of Hong Kong Ltd.

2000

• E 特殊教育
  • EB 智力障礙者之教育
• M 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong

• 1990-1997.6
• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

The purpose of the present study was to explore, from an insider perspective, the work experience of local special school personnel. A qualitative methodological approach was taken and a semi-structured interviewing technique was adopted. An opportunity sample of five Principals, six teachers and three school social workers from six local special schools for students with mild mental handicap participated in this study. Data were analyzed using a constant comparative method and content analysis. The findings seem to suggest that the special school teachers in this study faced the dilemma of having competing roles within the school and that they could function as either caregiver or an educator. The two most pronounced themes that emerged from the data are that the local special school personnel in this study appeared to be isolated in terms of feedback and support and the five Principals were regarded as the only leaders to provide directions for the development of their schools. The results therefore demonstrate the need to develop intra- and inter-school support networks for local special school personnel to become more responsive to the needs of the classroom community. A number of recommendations for improvement in teacher education and in-service training are also discussed.
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• 英文

期刊論文

• 15627861

https://bibliography.lib.eduhk.hk/tc/bibs/030e0b7e

2019-01-03