A Case Study of Teacher Professional Development in Hong Kong
Dr Kam Wing Chan.
The need for teacher professional development in Hong Kong is greatly felt at the present time when the educational reform which stresses life-long learning is taking place. This paper talked about the teacher professional development of a primary school in Hong Kong. The paper attempted to explore the response of the teachers towards a school-based professional development programme on co-operative learning. The programme consisted of four phases. In the first phase, the author discussed with the principal and the teachers to establish an area where the teachers wanted to develop. In the second phase, the author conducted workshops to the teachers on how to use co-operative learning. In the third phase, the author demonstrated to the teachers the use of co-operative learning in real context by teaching a couple of lessons in the case school. In the final phase, the teachers tried out co-operative learning in their classes, during which the author interviewed them to find out whether the professional development programme had any impact on them. The result was disappointing as only two of the teachers in the school had successfully tried out co-operative learning in their classes. Various reasons were found from the teachers who had not taken any action at all after the professional development programme, such as their personal goals and the school culture. Implications for successful school-based teacher professional development were drawn from the study.
Dr Kam Wing Chan (Hong Kong Special Administrative Region of China)
Lecturer in Education
Department of Curriculum and Instruction
The Hong Kong Institute of Education
Dr. CHAN Kam Wing is a lecturer of the Department of Curriculum and Instruction at The Hong Kong Institute of Education. Dr. Chan has authored a number of publications such as research papers, books and book chapters with a focus on curriculum and pedagogy.
(Virtual Presentation, English)