What makes preschool improvement? Exploring the assumptions and potentials of school support incentives on teacher development in HK

What makes preschool improvement? Exploring the assumptions and potentials of school support incentives on teacher development in HK

• Lim, Swee Eng Audrey The Hong Kong Institute of Education
• Li, Yuen Ling Joyce The Hong Kong Institute of Education

2009

Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education (2009: Nanyang Technological University, Singapore)

• M 教師與教師教育
  • MA 教師之專業教育
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• S 學校環境、設備與組織
  • SI 學校效能及改進

Professional Development Early Childhood

• Hong Kong

• 1997.7 onwards

• 學前教育
• 專上教育

Currently, there are rigorous school-improvement interventions which have one goal in commonVthe improvement of instruction and student learning in schools. New system of accountability expects schools to produce specific improvements in a self-assessment and evaluation basis. A mechanism of school planning prioritizing and reporting is in place to ensure that the focus is on activities directly related to student achievement and improvement strategies. However, normative structures inside schools, such as the privacy of classroom practice and the culture of teaching are often determining factors not only in the implementation of policy, but, more importantly, in the school's overall effectiveness in fostering children's learning. It will be of concern to develop teachers to generate and focus attention on information relevant to teaching and learning, motivate individuals and schools to use that information and expend effort to improve practice, and build the knowledge base necessary for interpreting and applying new information to improve practice. This study aims to explore the views and practices of school improvement among pre-school teachers in Hong Kong, and to examine emergent visions and innovations adopted in practices in the process of school-based self-assessment. Of particular interest is a close-up study of the context in which teachers are expected to learn, and the impact of school support incentives on teachers' work in delivering high quality ECE. A combined quantitative and qualitative methodology will be applied, and the researchers and participants will work collaboratively over 30 months to collect data on school improvement. This action research process will involve 4 cycles of data collection and analysis; the focus of the enquiry will be the strategic plans and activities undertaken by ten schools in implementing self-assessment and school improvement plans.

Paper presented at the Redesigning Pedagogy International Conference: Designing New Learning Contexts for a Globalising World, National Institute of Education

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/ca3ca315

2015-10-08