This action research was based on a cultural immersion programme held in three schools in Guangzhou. The five-day i immersion programme provided field-based experience for the participant teachers with first-hand intercultural teaching experience. It was characterized by structured culture exposure with reference to a chosen topic for in-depth study and reflection. Methods used included classroom observation, interviews and analysis of reflective journals on their topic, from both Hong Kong and mainland colleagues involved. This novel immersion programme has strengthened participants' professional commitment to teaching profession and given new personal meaning in teaching diverse student body in Hong Kong classroom.
|Publication status||Published - 2004|
CitationYuen, C. (2004, July). Action research: Intercultural teacher immersion programme in Guangzhou schools. Paper presented at the International Council on Education for Teaching (ICET) World Assembly 2004: Teachers as learners: Building communities for professional development, Hong Kong, China.
- Teacher Education
- Teacher Education and Professional Development