A school-based project in five kindergartens: The case of teacher development and school development

Yuen Ling Joyce LI

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Kindergarten teachers in Hong Kong are blamed for not putting child-initiated learning theory into practice. Their competence is challenged. An earlier study (Li, 2003) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow-up study of a school-based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi-structured interviews (40-60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern. Copyright © 2004 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)143-155
JournalInternational Journal of Early Years Education
Volume12
Issue number2
DOIs
Publication statusPublished - Jun 2004

Fingerprint

school development
kindergarten
Teaching
kindergarten teacher
Information Storage and Retrieval
Health Services Research
Hong Kong
teacher
Curriculum
Mental Competency
school
Learning
Interviews
Education
classroom
triangulation
coaching
learning theory
teamwork
mentoring

Citation

Li, Y. L. (2004). A school-based project in five kindergartens: The case of teacher development and school development. International Journal of Early Years Education, 12(2), 143-155.

Keywords

  • Preschool children
  • Cognitive ability
  • Kindergarten teachers
  • Education -- Curricula
  • Education, Preschool