Conference:
ECER 2010
Format:
Paper
Session Information
SES B 01, Paper Session
Paper Session
Time:
2010-08-23
11:00-12:30
Room:
Sali 115 (NW 21), Aurora
Chair:
Edwin Keiner
Contribution
Lifelong education has been highly emphasized in the global world. Facing complex and dynamic changes and challenges in the school nowadays (Herrity and Morales, 2004), teachers’ continuing professional development (CPD) has been highlighted in the new education policy in Hong Kong. Seeing that needs analysis is an important segment in providing schools with more accurate information to use in making effective decisions regarding CPD programmes (Fitch and Kopp, 1990). Besides, there are currently few studies concerning the needs of teachers on CPD in Hong Kong.This small-scale study hence aims to explore Hong Kong primary teachers' perceptions of their needs of continuing professional development in three primary schools. The research question of this study is: Do teachers perceived needs in the development of continuing professional competencies?.
Method
The study uses a self-developed survey questionnaire on the basis of the CPD framework as proposed by Hong Kong Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003) as followed by focus group interviews.
Expected Outcomes
The teachers had higher CPD needs in the student development domain but lower in the professional relationships and services domain. Their perceived needs in CPD seem to be in alignment with the government's recent key curriculum reforms. Besides, there was a wide variation in the teachers' perceptions of the needs upon CPD within the school development domain.
References
Fitch, M.E., and Kopp, O.W. (1990). Staff Development for the Practitioner. Illinois: Charles Thomas Publisher. Herrity, V.A., and Morales, P. (2004). Creating Meaningful Opportunities for Collaboration. In J.H. Chrispeels (Ed.). Learning to Lead Together. London: Sage.
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