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Conference Paper: Innovative Teacher Professional Development to Support the Quest for Equitable Educational Opportunity in Teaching Chinese as a Second Language
| Title | Innovative Teacher Professional Development to Support the Quest for Equitable Educational Opportunity in Teaching Chinese as a Second Language |
|---|---|
| Authors | |
| Issue Date | 2018 |
| Citation | Invited lecture, University of Oxford, England, United Kingdom, May 2018 How to Cite? |
| Abstract | Globalization’s impact is evidenced in the dramatic growth of linguistically diverse pupils (LDP) in public schools who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. An innovative 4-step cyclic professional development model, have been introduced to equip 70 teachers 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 = 3.215, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect theory and practice. This model shed light on equitable educational opportunity for LDP in learning Chinese as a second language. |
| Persistent Identifier | http://hdl.handle.net/10722/270448 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Cheung, WM | - |
| dc.date.accessioned | 2019-05-28T07:17:33Z | - |
| dc.date.available | 2019-05-28T07:17:33Z | - |
| dc.date.issued | 2018 | - |
| dc.identifier.citation | Invited lecture, University of Oxford, England, United Kingdom, May 2018 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/270448 | - |
| dc.description.abstract | Globalization’s impact is evidenced in the dramatic growth of linguistically diverse pupils (LDP) in public schools who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. An innovative 4-step cyclic professional development model, have been introduced to equip 70 teachers 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 = 3.215, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect theory and practice. This model shed light on equitable educational opportunity for LDP in learning Chinese as a second language. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Invited lecture, University of Oxford | - |
| dc.title | Innovative Teacher Professional Development to Support the Quest for Equitable Educational Opportunity in Teaching Chinese as a Second Language | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Cheung, WM: cwming@hkucc.hku.hk | - |
| dc.identifier.authority | Cheung, WM=rp00896 | - |
| dc.identifier.hkuros | 293927 | - |