Reviews of teachers professional development show that it is a highly complicated area, in which it is difficult to offer a unified and comprehensive view of the growing development of teachers. This study looks into the development of teachers by tracking their practices in a problematic teaching area: 'learning through play'. Four Hong Kong kindergarten teachers participated in a qualitative study that investigated their implicit knowledge of teaching. The findings show that there is a close relationship between the informants' teaching approaches and their self-learning patterns. The result raises doubt about the staged developmental perspectives of teacher development. The significance of meta-learning ability, which is found to be an essential component for the professional development of teachers in a changing context, is revealed. Copyright © 2008 Taylor & Francis Group, an informa business.
|Publication status||Published - Feb 2008|
CitationCheng, D. P.-W. (2008). Meta-learning ability: A crucial component for the professional development of teachers in a changing context. Teacher Development, 12(1), 85-95.
- Professional development of teachers
- Implicit knowledge of teaching
- Teaching and learning through play