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

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

• Cheng, Doris Pui Wah Dept. of Early Childhood Education, Hong Kong Institute of Education

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

Routledge

2008

• M 教師與教師教育
  • MA 教師之專業教育
• F 教與學
  • FA 一般教學方法、各種施教方法

Foreign Countries Kindergarten Professional Development Teaching Methods Preschool Teachers Lifelong Learning Metacognition Early Childhood Education Teacher Education Programs Interviews Classroom Observation Techniques Children Hong Kong

• Hong Kong

• 1997.7 onwards

• 學前教育
• 專上教育

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]

• 英文

期刊論文

• 13664530

• 10.1080/13664530701827764

https://bibliography.lib.eduhk.hk/tc/bibs/1d4a9d77

2010-09-24