Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

• Ho, Choi Wa Dora The Hong Kong Institute of Education
• Lee, Moosung Faculty of Education, University of Hong Kong
• Teng, Yue

Teaching and Teacher Education, 54, 32-43, 2016

Pergamon Press

2016

• M 教師與教師教育
  • MC 教師檢定與就業狀況、待遇

School-based Professional Learning Community (PLC) Teacher Qualifications Early Childhood Education Hong Kong

• Hong Kong

• 1997.7 onwards

• 學前教育

This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
[Copyright © 2015 Elsevier Ltd.]

• 英文

期刊論文

• 0742051X

https://bibliography.lib.eduhk.hk/tc/bibs/a126625f

2016-01-18