Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection

Research output: Contribution to journalArticle

Abstract

The number of students with special educational needs (SEN) in mainstream education in Hong Kong has increased, but the lack of professional training for in-service teachers appears to impede the successful implementation of an inclusive education policy. This study aims to evaluate and reflect on the delivery of an in-service inclusive education teacher training course provided by a local teacher training institution. A total of 3,274 teachers took this course between 2007 and 2010. Students’ responses to an exit questionnaire were used to assess the course. The attitudes of the respondents towards the aim, content, resources, effect and value of the course and the level of satisfaction were generally positive, and increased as it evolved over time. The practical aspects (e.g., case analysis, classroom level strategies, guest lecturers’ sharing and group discussion) were appreciated most by respondents. The implications of the findings and suggestions for further improvement are presented and discussed. Copyright © 2011-2019 Ivy Publisher. All Rights Reserved.
Original languageEnglish
Pages (from-to)108-117
JournalEducation Research Frontier
Volume6
Issue number4
Publication statusPublished - 2016

Fingerprint

teacher training
Hong Kong
inclusion
evaluation
education
special educational needs
teacher
group discussion
university teacher
student
classroom
questionnaire
lack
resources
Values

Citation

Sin, K.-f., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.

Keywords

  • Inclusive education
  • Teacher education
  • Professional development
  • Course development and evaluation