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Hong Kong Teachers Perceptions Towards Teaching Competition As A Means For Staff Development
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Book Synopsis Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development by : Man-Yee Anna Lee
Download or read book Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development written by Man-Yee Anna Lee and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development" by Man-yee, Anna, Lee, 李敏怡, 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: Teaching competition is a common and standardized practice in mainland China, but until then it is rather new to teachers in Hong Kong. Teaching competition can have dual roles: being an activity for teacher development and as a kind of standard enforcement of teachers' performances. The primary purpose of this dissertation was to examine the perceptions of teachers in Hong Kong towards teaching competition as a means for staff development. Both quantitative and qualitative methods were used in this research study. A questionnaire containing both multiple choices and open-ended questions was used to collect data anonymously from secondary school teachers in Hong Kong. This study also attempted to explore other areas relating to teaching competition, including teacher collaboration, teaching performance assessment, teacher identity, and teacher standards. The results of this study showed that in general Hong Kong teachers did not reject the idea of using teaching competition as a platform for sharing and developing teaching skills. However, some teachers considered that teaching competition might, to a certain extent, induce tensions among teachers and jeopardize teacher collaboration. Judging teachers' performances in teaching competition can be considered as a process of assessment. As such, applying theories of assessment could gain better understanding of the judgment itself, maintain fairness of judgment and clear up the misunderstanding of ostentation in teaching competition and non-determinacy of teaching performance. Moreover, the results of judgments in teaching competitions must be correctly interpreted. Judgments accompanied with feedback instead of simply feedouts could serve better for teacher development purpose. Finally, teaching competition could enforce performance standards to teachers. Findings from this research study revealed that recent education reform in Hong Kong would affect teachers' views on teaching competition. It was argued that teaching competition might be an appropriate means to help teachers establish and re-establishing their discredited professional identity under the cultural change of marketization. DOI: 10.5353/th_b5017681 Subjects: Teachers - Training of - China - Hong Kong Teachers - China - Hong Kong - Attitudes
Book Synopsis Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development by : 李敏怡
Download or read book Hong Kong Teachers' Perceptions Towards Teaching Competition as a Means for Staff Development written by 李敏怡 and published by . This book was released on 2010 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-Cheong Wong
Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-Cheong Wong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities" by Chun-cheong, Wong, 黃振昌, 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 Hong Kong teachers' perceptions of continuing professional development policies and activities submitted by Wong Chun Cheong for the degree of Master of Education at the University of Hong Kong August, 2005 Teachers are faced with increasing challenges in the inundated education reform. To meet those demands, they need to adopt a new culture of learning so as to satisfy the needs of professional development. In 2003, the "Advisory Committee on Teacher Education and Qualifications" has put forward a policy document named "Towards a Learning Profession: The Teacher Competencies Framework and The Continuing Professional Development of Teachers," which claims itself as a means to professionalize the teaching force. However, Hong Kong teachers' voice was consistently suppressed during the policy-making process. This study aims at revealing teachers' perception of the ideal scenario of continuing professional development, as well as how they look at effectiveness of this policy document. A qualitative approach is adopted to describe and explain teachers' perceptions, which involves inductive analysis by interpreting and making sense of data. The findings are based on questionnaires with 50 teachers, and 5 in-depth semi-structured interviews in a subsidized secondary school in Hong Kong. Findings reveal that teachers prefer participative and interactive modes of professional development activities involving a whole range of content areas, but resist bureaucratic-managerial approach in policy-making of their continuing iprofessional development. Moreover, they are frustrated by the current situation of continuing professional development which is characterized by "provider and policy-led," "competence-based" and "deficit" approach. Furthermore, they do not consider the policy document put forward in 2003 by the "Advisory Committee on Teacher Education and Qualifications" to be an effective means of enhancing their own professional development because it is not relevant directly to their needs. Without teachers' recognition on the rationale and methods in the implementation of the policy, it does not have any chance of success. It is suggested that the government should consider carefully the genuine needs of schools and practitioners and more teachers should get involved in the formulation of educational policies. By uniting the discordant efforts made by the various stakeholders in teachers' professional development, it is possible to balance their conflicting interests and fulfill their diverse needs. ii DOI: 10.5353/th_b3554448 Subjects: Teacher effectiveness - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities by : Chun-cheong Wong
Download or read book Hong Kong Teachers' Perceptions of Continuing Professional Development Policies and Activities written by Chun-cheong Wong and published by . This book was released on 2005 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development by : Wai-Ling Sin
Download or read book Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development written by Wai-Ling Sin and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development" by Wai-ling, Sin, 冼慧玲, 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 Staff appraisal was introduced to Hong Kong secondary schools participating in the School Management Initiative (SMI) from 1991 onwards. However, from the evaluation of the SMI done in 1994, the responses from schools were quite 'negative'. After nearly 10 years, has any change happened to the point of view of teachers? This study provides an overview of teacher perceptions on appraisal system in a Hong Kong secondary school. A questionnaire was developed to measure the general teachers' beliefs about teacher appraisal. In the questionnaire, data about teachers' recent experiences of appraisal were collected from 70 teachers who had completed at least one appraisal cycle. Then, a teacher survey was conducted with 9 teachers to further investigate the reasons about the results collected in the questionnaire. The dialogue in the interview was taped. Finally, writer as a teacher in the school also acted as an insider to give an overview on appraisal in the school. The findings show that the teachers in the school generally show 'positive' feeling ion teacher appraisal. From the aspect of teaching, teachers think that the teaching improvements are not significant after lesson observation in appraisal. They agree that the discussion with panel heads after lesson observation is beneficial to them about teaching but the number of post-observations is not sufficient. Concerning the various means of appraisal, teachers generally accept traditional methods like lesson observation, interview with panel head and principal and students' academic performance, but they do not accept 'peer observation', 'students' questionnaires and comments from parents. ii DOI: 10.5353/th_b3571660 Subjects: High school teachers - Rating of - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong by : Wing-Yin Han
Download or read book Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong written by Wing-Yin Han and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Project Learning in a Secondary School in Hong Kong" by Wing-yin, Han, 韓詠研, 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 This study focuses on exploring teachers' perceptions of project learning in a secondary school in Hong Kong. It attempts to unveil how teachers perceive the meaning of project learning and how do they perceive and perform their roles as teacher mentors of the project learning programme in the sample school. In addition, this study aims at identifying the critical factors in affecting the implementation of project learning and investigating the unique patterns on how these factors are interrelated with each other in the sample school. This study has adopted a qualitative case study approach to explore an in-depth and comprehensive picture on how teachers perceive project learning from an insider perspective. According to the research design, preliminary data were collected through questionnaires to obtain an extensive and holistic view for the basis of the subsequent in-depth interviews. The interviews, participant observations and review of documents thus provided essential and rich information for this qualitative study. To ensure the trustworthiness of data, triangulation, researcher's self-reflexivity and the ethical issues were also taken into account when conducting the research. The findings of this study revealed the authentic perceptions of the teachers in relation to project learning in the sample school. The teachers generally held positive views towards project learning. However, a consensual understanding on the rationale and meaning of project learning was absent. Instead, fragmented understanding and diverging opinions did exist among teachers themselves. For the roles they perceived and performed, most of them understood their new roles iiibut they could not get rid of their traditional practices as they were over-dominated and over-emphasized on the product of project learning. In other words, there existed a gap between what the teachers perceived and how they performed. The study identified six critical factors in affecting the implementation of project learning from two different perspectives. In view of the characteristics of the programme, the need for implementation, the programme design and coordination were the crux for an effective implementation. From the perspective of school attributes, teachers' understanding and attitudes, teachers' training, students' abilities and attitudes as well as school culture were crucial in determining the level of achievement of the intended goals in the implementation. This study also illustrated how these factors were interrelated and interacted with each other from a holistic point of view. In conclusion, the implications and recommendations of this study were drawn to offer new insights to enrich the existing literature on project learning. On the whole, this study provides an authentic, in-depth and comprehensive understanding on teachers' perceptions of project learning which provides some useful references for those who are interested to have further studies in this area. iv DOI: 10.5353/th_b3763763 Subjects: Project method in teaching - China - Hong Kong - Case studies High school teachers - China - Hong Kong - Attitudes
Book Synopsis Hong Kong Secondary School Teachers' Perception of Peer Observation by : Sha-Lun Sheridan Lee
Download or read book Hong Kong Secondary School Teachers' Perception of Peer Observation written by Sha-Lun Sheridan Lee and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Roles and Training Needs of Staff in the Hong Kong Polytechnic by : Yau-Kay Winnie Mak
Download or read book The Roles and Training Needs of Staff in the Hong Kong Polytechnic written by Yau-Kay Winnie Mak and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Roles and Training Needs of Staff in the Hong Kong Polytechnic: Perceptions and Implications for Staff Development" by Yau-kay, Winnie, Mak, 麥幼姬, 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. DOI: 10.5353/th_b3195586 Subjects: Teachers - In-service training - China - Hong Kong Career development - China - Hong Kong College teachers - Case studies Career development
Book Synopsis Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching by :
Download or read book Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) Master of Education Dissertation Name of Student: LEUNG, Wai Fun Mabel University Number: 2001977755 Specialism: Mathematics Name of Supervisor: LOPEZ-REAL, Francis Dissertation Title: Hong Kong Teachers' Perceptions and Implementation of a Project Approach in Mathematics Teaching Date: 29 August 2003 ABSTRACT The 2002 Curriculum Guide issued by the Curriculum Development Council of Education and Manpower Bureau ofHKSAR identified project learning as one of the four key tasks in achieving 'Learning to Learn", a slogan for the overall aims of school curriculum under the Educational Reform. Using the framework for project approach introduced by Lillian Katz and Sylvia Chard, this research was undertaken with a number of teachers in Hong Kong to investigate the different aspects in the implementation of project learning. A case study approach was used involving the collection of data from a variety of sources, namely video taping, observation notes, students' output, and interviews with teachers and students. The findings suggest that teacher's perceptions and belief play an important part to the possibility to the undertaking of the guideline. The students' enthusiasm, cooperative learning, making new connections, and applying their knowledge in real life situation are the positive elements found within the process of project learning in this research. However, without the awareness of the difficulties, the challenges, and the necessity of training for teachers, it is unreasonable to expect the more popularity of this "powerful teaching and learning strategy."
Book Synopsis Teachers' Perceptions of Professional Ethics in Hong Kong by : Chi-hung Ng
Download or read book Teachers' Perceptions of Professional Ethics in Hong Kong written by Chi-hung Ng and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Roles and Training Needs of Staff in the Hong Kong Polytechnic by :
Download or read book The Roles and Training Needs of Staff in the Hong Kong Polytechnic written by and published by . This book was released on 1989 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development by : Wai-ling Sin
Download or read book Teachers' Perceptions of an Appraisal System in a Hong Kong Secondary School in Relation to Professional Development written by Wai-ling Sin and published by . This book was released on 2005 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Hong Kong Secondary School Teachers' Perception of Peer Observation by :
Download or read book Hong Kong Secondary School Teachers' Perception of Peer Observation written by and published by . This book was released on 1993 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of the Criteria for Selecting a Task in Task-Based Learning in a Hong Kong Secondary School by : Shua-Hoon Yeo
Download or read book Teachers' Perceptions of the Criteria for Selecting a Task in Task-Based Learning in a Hong Kong Secondary School written by Shua-Hoon Yeo and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of the Criteria for Selecting a Task in Task-based Learning in a Hong Kong Secondary School" by Shua-hoon, Yeo, 楊淑芬, 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: DOI: 10.5353/th_b3028842 Subjects: English language - Study and teaching (Secondary) - Activity programs - China - Hong Kong Task analysis in education - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis Teachers' Perceptions of Assessment for Learning by : Ka-Man Yau
Download or read book Teachers' Perceptions of Assessment for Learning written by Ka-Man Yau and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teachers' Perceptions of Assessment for Learning: a Study of Secondary School Teachers in Hong Kong" by Ka-man, Yau, 游嘉敏, 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 Teachers' perceptions of assessment for learning: A study of secondary school teachers in Hong Kong submitted by YAU KA MAN For the degree of Master of Education at the University of Hong Kong August, 2004 A paradigm shift in assessment, with the emphasis on assessment for learning, currently prevails in many parts of the world, including Hong Kong. Despite strong promotion, the implementation of assessment for learning around the world has not been as so widespread in schools as expected. 'Teachers' perceptions of assessment for learning' may be the most influential factor explaining reluctance and their actions in practice which are being affected by their current classroom beliefs and actions. This study provides insights into the factors affecting the implementation of assessment for learning in Hong Kong secondary schools from an examination of teachers' perceptions. In turn, suggestions for more effective implementation are explored. This study used an interpretative, qualitative approach. The subjects of the study were six secondary school teachers in Hong Kong who were classified into two polar types-conservative and innovative. As such, the study represents a study involving six cases. Interview was the main data collection method, although documents and students' work were collected, in some cases, for triangulation. Analysis followed Miles and Huberman (1984, 1994) as well as Strauss and Corbin (1990, 1998). iiThe findings of this study showed that assessment for learning was not a common practice among the secondary school teachers. Their perceptions of assessment for learning were varied and confusion of meaning seemed apparent in many cases. In contrast with the hopes in the literature and the education reform reports of Hong Kong, three of the six subjects didn't view assessment for learning as an effective tool to improve student learning. The findings also suggested some determining factors and related challenges that led to such perceptions and actions. However, 'character and personality of teachers' seemed the most influential and decisive factor. Based on these findings, measures for promoting further initiation and implementation of assessment for learning were suggested with a focus on changing the mindsets of teachers through increasing their exposure to the current assessment change. Re-prioritization of teachers' duties should also be considered and carried out seriously. iii DOI: 10.5353/th_b3028071 Subjects: Educational tests and measurements - China - Hong Kong Educational change - China - Hong Kong High school teachers - China - Hong Kong - Attitudes
Book Synopsis PROJECT-BASED LEARNING IN A HO by : Shun-Yee Ko
Download or read book PROJECT-BASED LEARNING IN A HO written by Shun-Yee Ko and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Project-based Learning in a Hong Kong Secondary School: Perceptions of Teachers and Students" by Shun-yee, Ko, 高純意, 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 The aim of this study is to explore both the teachers' and students' perceptions of project-based learning in S1 in a local secondary school. The researcher is interested in studying how teachers and students perceive project-based learning. Through their perceptions, the researcher attempts to unveil the problems arising at various levels in the course of implementation. The researcher is also interested to know the preference of both the teachers and students for an interdisciplinary project or discipline-based projects. This enables the researcher to further investigate the teachers' attitude towards curriculum integration in the social subjects in junior secondary curriculum. The research employed purely qualitative research methods. Both the teachers teaching S1 social subjects and all S1 students are key informants in the study. Data were collected through semi-structured interviews with the teachers and a questionnaire survey with all S1 students. Documentary analysis of student projects was also used for supplementary purpose. The researcher, who is also a teaching staff of the school, was responsible for collecting and analysing the data. The findings reveal that more than half of the teachers held a positive attitude towards project-based learning. However, almost half of the students found it iiidifficult and boring but meaningful. Through analysis, quite a number of problems identified at the school, teacher and student levels that affected its effective implementation. The findings provide insights to the school administrators to review the programme for improvement and further development. Concerning the issue of curriculum integration, most teachers expressed a negative stance towards it. They found that the present interdisciplinary project implemented in S1 was appropriate but did not consider it as the first step towards an integrated curriculum of the social subjects. More than half of the teachers and students alike preferred an interdisciplinary project to discipline-based projects for its merits or simply for their own sake. Further research in this area is recommended. It is envisaged that the findings will give insights to other researchers and school administrators to reconsider the practicability of project-based learning and the feasibility of curriculum integration of the social subjects in their own settings. iv DOI: 10.5353/th_b3014377 Subjects: Project method in teaching - China - Hong Kong Interdisciplinary approach in education - China - Hong Kong Junior high school students - hina - Hong Kong - Attitudes
Book Synopsis The Perception of the Notion of School-based Staff Development Among the Teaching Staff and the Staff Development Committee in a Government Secondary School in Hong Kong by : Kit-may Mabel Tam
Download or read book The Perception of the Notion of School-based Staff Development Among the Teaching Staff and the Staff Development Committee in a Government Secondary School in Hong Kong written by Kit-may Mabel Tam and published by . This book was released on 1998 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
