香港教師專業發展:學校施行資訊科技教育的實況

顏明仁, 李啟明, 李子建

Research output: Contribution to journalArticle

Abstract

本文是一項質性研究的初步結果,探究香港在過往兩年施行資訊科技教育時,學校是採用怎樣的模式推行教師專業發展。參與研究的學校共有 19 所,包括 10 所小學、9 所中學。三位作者在分析數據和學校文件後,發現學校所採用的「教師專業發展模式」不只一種「標準化模式」,84.2% 學校還會選用「站點為本模式」,而「自我學習模式」則只有 10.5% 學校選用。此外,研究亦揭示教師專業發展內容必須跟教師日常工作有關,而不應流於學者所重視的學習理論。This paper presents a preliminary finding on a qualitative study of 19 schools (10 primary and 9 secondary) on Teacher Professional Development Models (TPDM) regarding two years’ implementation of the Information Technology in Education in Hong Kong. In this paper, the three authors analyzed the data collected and documentary analysis showed that all participating schools had adapted more than one TPDM apart from the standardized TPDM. 84.2% of schools selected Site-based TPDM whereas only 10.5% schools selected Self-directed TPDM. The paper also highlighted the importance of relating the content of TPDM to the teachers’ daily work rather than focusing on the theories of academics. Copyright © 香港教師中心,2015
Original languageChinese
Pages (from-to)69-88
Journal香港教師中心學報
Volume14
Publication statusPublished - 2015

Citation

顏明仁、李啟明和李子建(2015). 香港教師專業發展:學校施行資訊科技教育的實況,《香港教師中心學報》,14,頁69-87。

Keywords

  • Alt. title: Teacher professional development in Hong Kong: The implementation of information technology in education of Hong Kong schools
  • 資訊科技教育
  • 香港的教師專業發展
  • 教師專業發展模式
  • Information technologies in education
  • Teacher professional development in Hong Kong
  • Teacher professional development model