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Article: Obstacles as opportunities in the promotion of teachers' learning

TitleObstacles as opportunities in the promotion of teachers' learning
Authors
KeywordsCollaboration
Collegial support
Professional learning
Reflective teaching
Teacher change
Issue Date2004
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures
Citation
International Journal Of Educational Research, 2004, v. 41 n. 4-5, p. 353-366 How to Cite?
AbstractThis paper describes the professional growth of two teacher educators. It notes obstacles to teachers' professional development, and investigates the factors which make some teachers less vulnerable to challenges. The paper observes that teacher educators who engage in self-study can reach a renewed understanding of their roles both in and beyond the classroom. The 3-year study on which the paper focuses aims at self-improvement, and takes the form of ongoing and reflective interaction with pre-service and in-service teachers in a post-graduate diploma course at The University of Hong Kong. Data were gathered from multiple sources: the collaborative lesson-planning experiences with the student-teachers, lesson observations, student-teachers' post-lesson reflections, retrospective interviews, and various types of online communication. The paper explores what constitutes the inner power of student-teachers and how the teacher educators can play a more vital role in connecting the disconnected teachers by empowering them to turn obstacles into opportunities. Through the journey and dynamics of co-learning with the student-teachers and teachers at schools, the paper further discusses how these obstacles have become opportunities for the teacher educators' mutual gains in professional growth and inner strength. © 2005 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/84981
ISSN
2015 Impact Factor: 1.244
2015 SCImago Journal Rankings: 0.893
References

 

DC FieldValueLanguage
dc.contributor.authorHarfitt, GJen_HK
dc.contributor.authorTavares, NJen_HK
dc.date.accessioned2010-09-06T08:59:26Z-
dc.date.available2010-09-06T08:59:26Z-
dc.date.issued2004en_HK
dc.identifier.citationInternational Journal Of Educational Research, 2004, v. 41 n. 4-5, p. 353-366en_HK
dc.identifier.issn0883-0355en_HK
dc.identifier.urihttp://hdl.handle.net/10722/84981-
dc.description.abstractThis paper describes the professional growth of two teacher educators. It notes obstacles to teachers' professional development, and investigates the factors which make some teachers less vulnerable to challenges. The paper observes that teacher educators who engage in self-study can reach a renewed understanding of their roles both in and beyond the classroom. The 3-year study on which the paper focuses aims at self-improvement, and takes the form of ongoing and reflective interaction with pre-service and in-service teachers in a post-graduate diploma course at The University of Hong Kong. Data were gathered from multiple sources: the collaborative lesson-planning experiences with the student-teachers, lesson observations, student-teachers' post-lesson reflections, retrospective interviews, and various types of online communication. The paper explores what constitutes the inner power of student-teachers and how the teacher educators can play a more vital role in connecting the disconnected teachers by empowering them to turn obstacles into opportunities. Through the journey and dynamics of co-learning with the student-teachers and teachers at schools, the paper further discusses how these obstacles have become opportunities for the teacher educators' mutual gains in professional growth and inner strength. © 2005 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijeduresen_HK
dc.relation.ispartofInternational Journal of Educational Researchen_HK
dc.subjectCollaborationen_HK
dc.subjectCollegial supporten_HK
dc.subjectProfessional learningen_HK
dc.subjectReflective teachingen_HK
dc.subjectTeacher changeen_HK
dc.titleObstacles as opportunities in the promotion of teachers' learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0883-0355&volume=41 Issues 4 - 5&spage=353 &epage= 366&date=2004&atitle=Obstacles+as+Opportunities+in+the+Promotion+of+Teachers%27+Learningen_HK
dc.identifier.emailHarfitt, GJ: gharfitt@hkucc.hku.hken_HK
dc.identifier.emailTavares, NJ: tavaresn@hkucc.hku.hken_HK
dc.identifier.authorityHarfitt, GJ=rp00901en_HK
dc.identifier.authorityTavares, NJ=rp00960en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ijer.2005.08.006en_HK
dc.identifier.scopuseid_2-s2.0-27144524995en_HK
dc.identifier.hkuros110605en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-27144524995&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume41en_HK
dc.identifier.issue4-5en_HK
dc.identifier.spage353en_HK
dc.identifier.epage366en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridHarfitt, GJ=8951973400en_HK
dc.identifier.scopusauthoridTavares, NJ=8951973300en_HK
dc.identifier.citeulike4414930-

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