Teacher Professional Development in the Context of Curriculum Reform
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
Dr. Lai Ha, Freda Yuen
Lecturer, School of Early Childhood Education, The Hong Kong Institute of Education