This paper describes the use of coaching as a means to enhance professional development of English-language teachers in a school involved in a partnership project in Hong Kong, which is characterised in terms of three phases. While the rationale for bringing in coaches into the school is on creating effective professional development environments for teachers - that is, providing ongoing supports and forming a community of practice focused on instructional methods, curriculum innovation, and new formats for instructional delivery - after 18 months of the partnership project it was found that the teacher/coach relationship is more complicated than expected. The paper will end with suggestions on how the three key stakeholders, namely the teachers, principal and teacher educators, can co-construct effective professional development environments. Copyright © 2007 Taylor & Francis Group, an informa business.
|Journal||Professional Development in Education|
|Publication status||Published - Sept 2007|
CitationLi, B., & Chan, S. (2007). Coaching as a means for enhancing English-language teachers' professional development: A case study. Journal of In-service Education, 33(3), 341-358.
- Language teachers
- Career development
- Teachers and community
- Instructional systems
- School principals
- Teacher educators