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Author: Yuet-Ting Lam
Publisher:
ISBN: 9781361295823
Category :
Languages : en
Pages :
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Book Description
This dissertation, "Professional Development in a Local Hong Kong Secondary School: a Case Study" by Yuet-ting, Lam, 林月婷, 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: This paper is a case study of teacher professional development in a local Hong Kong secondary school. By examining the tension among various influencing parties - i.e. Education Bureau (EDB), school sponsoring body, school, principal and teachers - as well as the dilemmas arising from the planning and implementation of professional development programs, this research seeks to explore areas of improvements and provide recommendations. The discussions centre on the needs identification and program evaluation processes, and are based on theoretical principles of organizational learning, individualization of learning, training evaluation and transfer of learning. Following analysis of the research findings, this paper goes on to suggest that school leaders should promote the principles of professional learning to all teachers. In particular, teachers should be empowered with the autonomy to manage their own professional development as their responsibility. Also, school leaders should encourage teachers to integrate school development needs with their own professional needs. The findings may be applied to other local secondary schools with staff development structures and processes at a comparable level of maturity. DOI: 10.5353/th_b4836749 Subjects: High school teachers - Training of - China - Hong Kong
Author: Yuet-Ting Lam
Publisher:
ISBN: 9781361295823
Category :
Languages : en
Pages :
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Book Description
This dissertation, "Professional Development in a Local Hong Kong Secondary School: a Case Study" by Yuet-ting, Lam, 林月婷, 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: This paper is a case study of teacher professional development in a local Hong Kong secondary school. By examining the tension among various influencing parties - i.e. Education Bureau (EDB), school sponsoring body, school, principal and teachers - as well as the dilemmas arising from the planning and implementation of professional development programs, this research seeks to explore areas of improvements and provide recommendations. The discussions centre on the needs identification and program evaluation processes, and are based on theoretical principles of organizational learning, individualization of learning, training evaluation and transfer of learning. Following analysis of the research findings, this paper goes on to suggest that school leaders should promote the principles of professional learning to all teachers. In particular, teachers should be empowered with the autonomy to manage their own professional development as their responsibility. Also, school leaders should encourage teachers to integrate school development needs with their own professional needs. The findings may be applied to other local secondary schools with staff development structures and processes at a comparable level of maturity. DOI: 10.5353/th_b4836749 Subjects: High school teachers - Training of - China - Hong Kong
Author: 林月婷
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 80
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Author: Shiu-Ying Wong
Publisher: Open Dissertation Press
ISBN: 9781361236840
Category :
Languages : en
Pages :
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This dissertation, "School Self-evaluation in Hong Kong in Relation to Professional Development" by Shiu-ying, Wong, 黃卲凝, 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 School self-evaluation in Hong Kong in relation to professional development submitted by Wong Shiu Ying For the degree of Master of Education at the University of Hong Kong August, 2005 This study explores the impacts of school self-evaluation (SSE) on teachers' professional development in Hong Kong. The research findings in many Western literatures show that school self-evaluation supports teachers' learning. In Hong Kong, however, school self-evaluation is newly introduced. It is necessary to find out whether it really promotes and sustains teachers' development in the local context. A local secondary school with a strong traditional culture was selected as the study context, and a case-study approach was adopted to examine teachers' views on school self-evaluation in relation to their professional development. The findings were largely based on semi-structured interviews with teachers, triangulated with observations and documents analysis. The research findings suggest that teachers in general did not see any significant impacts of school self-evaluation on their professional learning. Teachers' learning appears to be influenced by the learning environment nurtured by the school and also the way the school implements SSE. Supportive school administration, adequate school leadership and collaborative teacher culture were found to contribute to a constructive learning environment. The way of implementation could also affect teachers' active sharing and teachers' democratic modes of thinking in the learning process. Reliance on a set of quantitative indicators was found to impede teachers' professional learning. This study provides insight to local school developers into the implementation of school self-evaluation in a way, which fosters teachers' professional development. i DOI: 10.5353/th_b3568389 Subjects: Teacher effectiveness - China - Hong Kong Educational evaluation - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Author: Mark Bray
Publisher: Springer Science & Business Media
ISBN: 9781402034053
Category : Comparative education
Languages : en
Pages : 346
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Author: M. Bray
Publisher: Springer Science & Business Media
ISBN: 1402044496
Category : Education
Languages : en
Pages : 326
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Book Description
Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; both are small in area; both are urban societies; both have been colonies of European powers; and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different. The patters of similarities and differences in the two territories make a fascinating basis for comparative study. The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era. This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus.
Author: 周家輝
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 223
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Author: Shiu-Kwong Lau
Publisher: Open Dissertation Press
ISBN: 9781374713406
Category :
Languages : en
Pages :
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This dissertation, "Staff Development and Information Technology in a Hong Kong Secondary School" by Shiu-kwong, Lau, 劉少光, 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: x ABSTRACT Teachers are crucial to the integration of technology for teaching and learning. As the government provides a large amount of public money to prepare teachers for the information age, schools begin to initiate their own teacher training programmes. This study, using both quantitative and qualitative research methods, attempts to investigate whether such training courses are useful and to look for possible ways in conducting staff development programmes in a secondary school. The first part of the study involved a questionnaire survey. The instrument was derived from Kirkman's (2000) model for effective management of information and communications technology development in schools. It was administered to the same batch of teachers in 2001 and 2003. The findings of this survey revealed that there was not significant difference in most of the factors, showing that the staff development programme of the school was not very effective. Three factors were perceived to be significantly different after a period of two years. They were the student, human resource and delivery factor. The first factor was natural because students' computer literacy level rose speedily when the majority of primary schools began to provide computer classes after 1998. The human resource factor simply referred to the appointment of an IT-coordinator in a subject department. Obviously this was regarded as useful in helping teachers. However, findings revealed that the school became less supportive to teachers' teaching with IT as the delivery factor (referring to a xi system that assists teachers in IT) was perceived significantly lower than it was two years ago. This can be attributed to the fact that the school did not have a school vision on IT integration. Difference between the subject departments and their heads were compared but there seemed to be little significant difference in various aspects even though the computer literacy level of the heads differed enormously. The second part of the study involved an ethnographic study that was used to triangulate the data collect from the questionnaire survey. The findings were found to be in line with those of the quantitative study. It also revealed that the roles of the IT coordinator, department head and particularly, the subject IT agent in the subject department, were vital in promoting the use of IT among the teachers in the school. The findings of the study suggest that schools should adopt some model as yardstick to check for progress of their staff development plans. They should also formulate a vision on the implementation of IT plans in school. It is also important to communicate the vision to all the members of the staff. Without such a blueprint, many forms of training and IT courses will become fragmented and short-termed. It will be difficult to learn how successful a school has been in preparing teachers for the IT integration. DOI: 10.5353/th_b2961685 Subjects: Education, Secondary - Computer-assisted instruction - China - Hong Kong Teachers - In-service training - China - Hong Kong Computer literacy - China - Hong Kong
Author: Yee-man Karen Lui
Publisher:
ISBN:
Category :
Languages : en
Pages : 536
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Author: Gerard A. Postiglione
Publisher: Hong Kong University Press
ISBN: 9622094392
Category : Education
Languages : en
Pages : 205
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Book Description
This volume presents readers with background material for understanding more about the characteristics of Hong Kong education, as well as social and organizational perspectives that will contribute to informed discussion about key educational issues facing Hong Kong educators. The book is organized into three parts. The first part introduces the Hong Kong education system, and its relationship to the labour market, manpower planning and the policymaking process. The second part introduces the organizational and managerial aspects of schools. The third part examines social factors as they affect educational attainment. Here attention is focused upon social stratification, language of instruction and special education. A comprehensive and timely publication, this volume should be of interest to practising teachers and participants in teacher education programmes in Hong Kong.
Author: Vanita Thakral
Publisher: Open Dissertation Press
ISBN: 9781361296097
Category :
Languages : en
Pages :
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This dissertation, "Effectiveness of Professional Development at a Primary School in Hong-Kong" by Vanita, Thakral, 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: A prior study conducted by Walker (1996) showed teachers working in Primary schools in Hong-kong experienced professional development as a 'one off' occurrence, referring to one day out of the academic year, in the form of a workshop or course. Teachers felt that they did not take into consideration 'teachers skills needs and involovement' (Walker, 1996). According to the study, Principals and heads of department are usually responsible for shaping and establishing the norms for professional growth. The study revealed that the general consensus amongst principals and administrators believed that teachers should be involved in the actual planning and design of professional development. This study aims to further shed light on this phenomenon in the form of a case study at a primary school in Hong-Kong. An in depth look at how a school implements and organizes professional development can be beneficial to numerous members of the school community, including principals, teachers and administrators. Walker's (1996) study was ultimately effective in recognizing the trends and opinions amongst principals and administrators regarding professional development. However there is limited research regarding how teachers perceive professional development and how they feel it can improve their needs. By acknowledging the lack of professional development, and it's perceived ineffectiveness from teachers, this studies objectives is to explore how professional development is organized and developed in the school, and use such insights and opinions gained to provide a means to establish how professional development can be implemented more effectively to benefit teachers. Moreover research shows that in recent times, professional development is low on the list of teacher priorities, as they feel overwhelmed with their existing workload. Though the present study stems for the ideologies and perceptions teachers in Hong-Kong seemingly have toward professional development, majority of the research will be addressing the current effectiveness of professional development at the school, as this will enable one deduce factors that make it successful or unsuccessful. It is important to recognize that every school is different and will therefore have different needs. Thus making comparisons towards professional development regarding its policies and implementation will most likely to render obsolete, as a professional development program that is successful at one school may not be at the other. Though there is no concrete definition for what constitutes 'effective professional development' Desimone (2009) offers a framework that is broad enough to be relevant to most schools. Such a framework will be used as an indicator in establishing whether professional development is effective in the school (See appendix A and B). Responses from administrators and teachers from the interview questions will also be used to analyse whether professional development offered at the school is effective and productive. This study will adopt a qualitative approach primarily through the use of interviews and observations. DOI: 10.5353/th_b4836894 Subjects: Primary school teachers - Training of - China - Hong Kong
