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postgraduate thesis: A study on how school-based continuing professional development of teachers could produce teacher changes in instructional practices from the viewpoints of teachers

TitleA study on how school-based continuing professional development of teachers could produce teacher changes in instructional practices from the viewpoints of teachers
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Ngai, Y. [魏婉明]. (2014). A study on how school-based continuing professional development of teachers could produce teacher changes in instructional practices from the viewpoints of teachers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396534
AbstractThis study examines the ways to produce a successful transfer of the school-based continuing professional development activities into an improvement of classroom teaching from the viewpoints of teachers in a band one secondary school of Hong Kong. Both quantitative and qualitative methods in form of questionnaires and interviews were employed to obtain the data. The findings indicated that the continuing professional development activities that were related to curriculum and engaged teachers in collaborative work with more reflections were more effective to improve teachers’ instructions. Variables that facilitate and inhibit such learning transfer of professional development activities were discussed. To produce a successful transfer for teachers to put the learnt innovations into classroom practices, the school should have a systemic planning of the continued professional development activities through participatory decision-making that address to teacher needs with the necessary professional and resource support. However, it is found that the school-based continuing professional development of teachers is context-specific. Contextual variables like the school leadership and management, needs of teachers, departmental culture, and perceptions of individual teachers towards continuing professional development activities should be taken into consideration by school leaders in planning, implementing and evaluating the continued professional development activities to make them effective for improving teachers’ instructions and hence student outcome.
DegreeMaster of Education
SubjectTeachers - Training of - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/209646

 

DC FieldValueLanguage
dc.contributor.authorNgai, Yuen-ming-
dc.contributor.author魏婉明-
dc.date.accessioned2015-05-12T23:13:33Z-
dc.date.available2015-05-12T23:13:33Z-
dc.date.issued2014-
dc.identifier.citationNgai, Y. [魏婉明]. (2014). A study on how school-based continuing professional development of teachers could produce teacher changes in instructional practices from the viewpoints of teachers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396534-
dc.identifier.urihttp://hdl.handle.net/10722/209646-
dc.description.abstractThis study examines the ways to produce a successful transfer of the school-based continuing professional development activities into an improvement of classroom teaching from the viewpoints of teachers in a band one secondary school of Hong Kong. Both quantitative and qualitative methods in form of questionnaires and interviews were employed to obtain the data. The findings indicated that the continuing professional development activities that were related to curriculum and engaged teachers in collaborative work with more reflections were more effective to improve teachers’ instructions. Variables that facilitate and inhibit such learning transfer of professional development activities were discussed. To produce a successful transfer for teachers to put the learnt innovations into classroom practices, the school should have a systemic planning of the continued professional development activities through participatory decision-making that address to teacher needs with the necessary professional and resource support. However, it is found that the school-based continuing professional development of teachers is context-specific. Contextual variables like the school leadership and management, needs of teachers, departmental culture, and perceptions of individual teachers towards continuing professional development activities should be taken into consideration by school leaders in planning, implementing and evaluating the continued professional development activities to make them effective for improving teachers’ instructions and hence student outcome.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshTeachers - Training of - China - Hong Kong-
dc.titleA study on how school-based continuing professional development of teachers could produce teacher changes in instructional practices from the viewpoints of teachers-
dc.typePG_Thesis-
dc.identifier.hkulb5396534-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5396534-

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