Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development PDF full book. Access full book title Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development by Man-Yee Anna Lee. Download full books in PDF and EPUB format.
Author: Man-Yee Anna Lee
Publisher: Open Dissertation Press
ISBN: 9781361313657
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development" by Man-yee, Anna, Lee, 李敏怡, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers' performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers' performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers' views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. DOI: 10.5353/th_b5017681 Subjects: Teachers - Training of - China - Hong Kong Teachers - China - Hong Kong - Attitudes
Author: Man-Yee Anna Lee
Publisher: Open Dissertation Press
ISBN: 9781361313657
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development" by Man-yee, Anna, Lee, 李敏怡, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers' performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers' performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers' views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. DOI: 10.5353/th_b5017681 Subjects: Teachers - Training of - China - Hong Kong Teachers - China - Hong Kong - Attitudes
Author: 李敏怡
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 91
Get Book Here
Book Description
Author: Chun-Cheong Wong
Publisher:
ISBN: 9781361236338
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Chun-cheong Wong
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 108
Get Book Here
Book Description
Author: Wai-Ling Sin
Publisher: Open Dissertation Press
ISBN: 9781361237052
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development" by Wai-ling, Sin, 冼慧玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT Staff appraisal was introduced to Hong Kong secondary schools participating in the School Management Initiative (SMI) from 1991 onwards. However, from the evaluation of the SMI done in 1994, the responses from schools were quite 'negative'. After nearly 10 years, has any change happened to the point of view of teachers? This study provides an overview of teacher perceptions on appraisal system in a Hong Kong secondary school. A questionnaire was developed to measure the general teachers' beliefs about teacher appraisal. In the questionnaire, data about teachers' recent experiences of appraisal were collected from 70 teachers who had completed at least one appraisal cycle. Then, a teacher survey was conducted with 9 teachers to further investigate the reasons about the results collected in the questionnaire. The dialogue in the interview was taped. Finally, writer as a teacher in the school also acted as an insider to give an overview on appraisal in the school. The findings show that the teachers in the school generally show 'positive' feeling ion teacher appraisal. From the aspect of teaching, teachers think that the teaching improvements are not significant after lesson observation in appraisal. They agree that the discussion with panel heads after lesson observation is beneficial to them about teaching but the number of post-observations is not sufficient. Concerning the various means of appraisal, teachers generally accept traditional methods like lesson observation, interview with panel head and principal and students' academic performance, but they do not accept 'peer observation', 'students' questionnaires and comments from parents. ii DOI: 10.5353/th_b3571660 Subjects: High school teachers - Rating of - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Wing-Yin Han
Publisher: Open Dissertation Press
ISBN: 9781361441312
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Author: Sha-Lun Sheridan Lee
Publisher:
ISBN: 9781361086155
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Yau-Kay Winnie Mak
Publisher:
ISBN: 9781361231579
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation, "The Roles and Training Needs of Staff in the Hong Kong Polytechnic: Perceptions and Implications for Staff Development" by Yau-kay, Winnie, Mak, 麥幼姬, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195586 Subjects: Teachers - In-service training - China - Hong Kong Career development - China - Hong Kong College teachers - Case studies Career development
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
(Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
Author: Chi-hung Ng
Publisher:
ISBN: 9781361085356
Category :
Languages : en
Pages :
Get Book Here
Book Description
