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Conference Paper: Innovative Teacher Professional Development: a breakthrough in the teaching of Chinese to Chinese Language Learners in Kindergartens
| Title | Innovative Teacher Professional Development: a breakthrough in the teaching of Chinese to Chinese Language Learners in Kindergartens |
|---|---|
| Authors | |
| Issue Date | 2015 |
| Citation | The 2015 Annual Meeting of the American Educational Research Association (AERA 2015), Chicago, IL., 16-20 April 2015. How to Cite? |
| Abstract | Globalization’s impact is evidenced in the increasing number of Chinese language learners who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. A 4-step cyclic Professional Development Model, “PROS”, have been introduced to equip 74 teachers and principals to improve the Chinese learning of these children. Involving in Professional Development Talks, Reflection and Workshop, Observing & Coaching, and Sharing the Practice, these participants showed an increase in their Culturally Responsive Teaching Self-Efficacy (t = 2.98, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect the theory and practice in this 4-step cyclic model. This model shed light on the professional development of L2 teachers. |
| Description | Meeting Theme: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis |
| Persistent Identifier | http://hdl.handle.net/10722/217696 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cheung, WM | - |
| dc.contributor.author | Chan, WY | - |
| dc.date.accessioned | 2015-09-18T06:10:32Z | - |
| dc.date.available | 2015-09-18T06:10:32Z | - |
| dc.date.issued | 2015 | - |
| dc.identifier.citation | The 2015 Annual Meeting of the American Educational Research Association (AERA 2015), Chicago, IL., 16-20 April 2015. | - |
| dc.identifier.uri | http://hdl.handle.net/10722/217696 | - |
| dc.description | Meeting Theme: Toward Justice: Culture, Language, and Heritage in Education Research and Praxis | - |
| dc.description.abstract | Globalization’s impact is evidenced in the increasing number of Chinese language learners who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. A 4-step cyclic Professional Development Model, “PROS”, have been introduced to equip 74 teachers and principals to improve the Chinese learning of these children. Involving in Professional Development Talks, Reflection and Workshop, Observing & Coaching, and Sharing the Practice, these participants showed an increase in their Culturally Responsive Teaching Self-Efficacy (t = 2.98, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect the theory and practice in this 4-step cyclic model. This model shed light on the professional development of L2 teachers. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Annual Meeting of the American Educational Research Association, AERA 2015 | - |
| dc.title | Innovative Teacher Professional Development: a breakthrough in the teaching of Chinese to Chinese Language Learners in Kindergartens | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Cheung, WM: cwming@hkucc.hku.hk | - |
| dc.identifier.authority | Cheung, WM=rp00896 | - |
| dc.identifier.hkuros | 254368 | - |