From passive to active: Early childhood teachers as researchers of their practice in Hong Kong

Research output: Contribution to journalArticles

Abstract

Educational researchers in Hong Kong has pointed out the inadequacy of the competency-based teacher education program in the past decade. A qualitative pilot study was conducted to examine how an inquiry-based Integrated Field Studies (IFS) course could help to facilitate early childhood teachers to become researchers of their own practice. The research project also examined how their learning experiences facilitate their professional growth throughout the course. The main data source for this study was semi-structured and individual in-depth interviews of in-service early childhood teachers. Additional data, such as, the participants’ written reports and IFS handbooks, were also collected for data analysis. The findings showed that the IFS courses were characterized by several features which could help enhance the growth of the teachers. They included: Freedom of choice on individual student’s area of interest for investigation; students being perceived as active learners; an opportunity for a continual and practical research experience; the provision of an interactive learning environment and a supportive role played by the supervisor. The study advocates a collaboration between the supervisor and the students to inquire into their teaching and learning experiences in future study. Copyright © 2014 CGPublisher.
Original languageEnglish
Pages (from-to)1-12
JournalThe International Journal of Adult, Community, and Professional Learning
Volume20
Issue number4
Publication statusPublished - Oct 2014

Citation

Wong, S.-m. (2014). From passive to active: Early childhood teachers as researchers of their practice in Hong Kong. The International Journal of Adult, Community, and Professional Learning, 20(4), 1-12.

Keywords

  • Active learning
  • Teacher education curriculum
  • Professional development

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