期刊論文
Supporting the kindergarten-primary school transition in Hong Kong: Reform in a teacher training programme
EdLink- Supporting the kindergarten-primary school transition in Hong Kong: Reform in a teacher training programme
- International Journal of Early Years Education, 26(4), 436-449, 2018
- Routledge
- 2018
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- Hong Kong
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- 1997.7 onwards
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- 學前教育
- 小學教育
- 專上教育
- The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N = 35) and tutors (N = 2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes. [Copyright of International Journal of Early Years Education is the property of Routledge.]
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- 英文
- 期刊論文
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- 09669760
- https://bibliography.lib.eduhk.hk/tc/bibs/06bcecaf
- 2020-03-03
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