A multi-tiered mentoring and coaching approach to professional development of in-service school leaders and teachers in Hong Kong

Po Yuk KO, Ching Hann Jannie TSANG

Research output: Contribution to journalArticle

Abstract

This paper examines the impact of a 5-week professional development programme (PDP) which has employed a multi-tiered mentoring and coaching approach embedded with Learning Study for the in-service school leaders and teachers in Hong Kong. Evidence from the reflective essays of the participants and scores of the Student Evaluation of Teaching (SET) indicate the positive effect of the PDP on enhancing the learning and teaching effectiveness, fostering collaborative culture, and establishing a professional learning community in schools. The findings suggest that the multi-tiered mentoring and coaching approach to PDP facilitates reflective teaching practices and nurtures collegial sharing culture in schools. Direction for future investigation is recommended. Copyright © 2015 Center of Excellence.
Original languageEnglish
Pages (from-to)58-73
JournalPedagogical Dialogue
Volume3
Issue number13
Publication statusPublished - 2015

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coaching
mentoring
Hong Kong
leader
teacher
school
learning
Teaching
teaching practice
evaluation
community
evidence
student

Citation

Ko, P. Y., & Tsang, J. C. H. (2015). A multi-tiered mentoring and coaching approach to professional development of in-service school leaders and teachers in Hong Kong. Pedagogical Dialogue, 3(13), 58-73.

Keywords

  • Alt. title: Многоуровневый подход менторинга и коучинга в профессиональном развитии штатных лидеров и учителей школ Гонконга