An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)

Fuk Chuen HO, Sze Ching Cici LAM, Ka Lam Sam SAM, Michael ARTHUR-KELLY

Research output: Contribution to journalArticles

2 Citations (Scopus)

Abstract

This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings. Copyright © 2018 NASEN.
Original languageEnglish
Pages (from-to)142-164
JournalSupport for Learning
Volume33
Issue number2
DOIs
Publication statusPublished - May 2018

Citation

Ho, F. C., Lam, C. S.‐C., Sam, S. K.‐L., & Arthur‐Kelly, M. (2018). An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD). Support for Learning, 33(2), 142-164. doi: 10.1111/1467-9604.12199

Keywords

  • ASD
  • In-service training
  • Teacher education
  • Theory of mind

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