http://dx.doi.org/10.1080/13664530.2012.730713">
 

Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

Initiating small class teaching in Hong Kong: Video reflective narratives and the professional developmental learning model

Language

English

Abstract

This study explores the use of video reflective narratives. It reports on data derived from 28 in-service primary school teachers undertaking professional development to support small class (n = 25) teaching in Hong Kong. The findings serve to highlight that such professional development is fraught with confounds, for professional development works at the level of the individual, and is complex and interactive. Analysis of data derived from video reflective narratives suggests that such phenomenon may be explained by reference to a professional developmental learning model. Findings suggest that such interactions are predictable and accordingly, the effects of specific professional development programs can be monitored. © 2012 Copyright Teacher Development.

Keywords

Hong Kong, professional developmental learning model, small class teaching, video reflective narratives

Publication Date

2012

Source Publication Title

Teacher Development

Volume

16

Issue

4

Start Page

507

End Page

522

Publisher

Taylor & Francis

ISSN (print)

13664530

ISSN (electronic)

17475120

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