Teacher Professional Development in the Context of Curriculum Reform

By:
Dr. Lai Ha, Freda Yuen
To add a paper, Login.

Abstract Educational reform depends on the ability of teachers to anticipant and react flexibly to problems and changing situations in educational systems, and to reflect on and evaluate the initiatives (Black and Atkin, 1996). Reform which do not appreciate the important role teachers play in change often experience difficulty. The author conducted a case study of a school-based initiative to study teachers' feedback and experiences towards the reform. Results demonstrated that some teachers viewed reform have enhanced their intellectual growth, personal change and emotional satisfaction of classroom teaching. Some agreed it has united colleagues and other bonds of professional community.


Keywords: Teacher Development
Stream: Adult, Vocational, Tertiary and Professional Learning
Presentation Type: Paper Presentation in English
Paper: Teacher Professional Development in the Context of Curriculum Reform


Dr. Lai Ha, Freda Yuen

Lecturer, School of Early Childhood Education, The Hong Kong Institute of Education
China

Teaching Area: Child Development, Schools, Families and Community Relations, Pre- primary Mathematics and Pre-primary Science, Child Guidance and Counselling; Research and Teaching Specialisms: School and Family Partnership; Child Development and Early Education; Counseling and Guidance Publications: 2004 (2003) 235-263 Yuen, L. H. F. (2001). A case study of school and family partnerships in Hong Kong kindergarten. International Journal of Early Childhood Education, 7, 17-28. 2001.

Ref: L05P0954