Teachers talking about effective practice: Understanding the knowledge and practice of teachers

Teachers talking about effective practice: Understanding the knowledge and practice of teachers

• Li, Yuen Ling Hong Kong Institute of Education

Journal of Early Childhood Teacher Education, 28(3), 301-310, 2007

Routledge

2007

• 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

Active Learning Foreign Countries Kindergarten Reflective Teaching Teaching Methods Inservice Teacher Education Teacher Education Learning Activities Constructivism (Learning) Professional Development Early Childhood Education Teacher Education Programs Hong Kong

• Hong Kong

• 1997.7 onwards

• 學前教育

The idea of active learning was first introduced to kindergarten teachers in Hong Kong in 1981 when they received their in-service teacher education. In a two-year, school-based project, 60 teachers in five schools were asked to create collaborative videos about models of good practices after sharing "effective" teaching episodes with peer teachers who were experimenting with "desirable" learning activities in their classrooms. This study reports on the planning, implementation, classroom ethos and adult support displayed in the project deliverables (videos) so as to portray the kinds of emergent innovations that were being adopted. The findings of the study suggest that there was some significance to the use of collaborative reflection to activate teachers' creativity and sensitivity in giving children's learning first priority in their pedagogy. As well, it points toward using collaborative reflection as an element of teacher education.
[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/10.1080/10901020701634864]

• 英文

期刊論文

• 10901027

• 10.1080/10901020701634864

https://bibliography.lib.eduhk.hk/tc/bibs/7fb27949

2010-09-27