Meta-learning ability: A crucial component for the professional development of teachers in a changing context

Pui Wah Doris CHENG

Research output: Contribution to journalArticles

8 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)85-95
JournalTeacher Development
Volume12
Issue number1
DOIs
Publication statusPublished - Feb 2008

Citation

Cheng, 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.

Keywords

  • Professional development of teachers
  • Implicit knowledge of teaching
  • Teaching and learning through play

Fingerprint Dive into the research topics of 'Meta-learning ability: A crucial component for the professional development of teachers in a changing context'. Together they form a unique fingerprint.