Reflective practice: A case study of a beginning early childhood teacher in Hong Kong

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Abstract

This study explores a beginning early childhood teacher’s reflective practices and looks for evidence of characteristics of a reflective practitioner. The participant took part in a series of reflective thinking activities over five months. The findings of this study revealed the participant’s reflective practice in the following aspects: on students learning, teacher-students interaction and teaching behaviour. Most of her reflections focused on technical and practical levels. The participant had the characteristic of a reflective practitioner. Through this case study the author wishes to facilitate reflective teaching by early childhood educators which in turn is expected to help improve the quality of their teaching, besides promoting reflective practice among early childhood educators.
此個案研究的目的是探究新進幼兒教師的教學反思行為,教師在五個月內參與連串反思活動,結果顯示新進幼兒教師能反思其教學,涉及幼兒學習、師生互動及教學行為,其教學反思是以技術性及實踐性為主。本文亦討論新進幼兒教師具備反思實踐者的特徵。研究者盼望本文能引發幼教者反思其教學,從而提升幼兒教育的質素。 Copyright © 2011 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)66-76
JournalHong Kong Journal of Early Childhood
Volume10
Issue number1
Publication statusPublished - Jul 2011

Citation

Tsui, K. Y. A. (2011). Reflective practice: A case study of a beginning early childhood teacher in Hong Kong. Hong Kong Journal of Early Childhood, 10(1), 66-76.

Keywords

  • Alt. title: 反思實踐︰香港新進幼兒教師的個案研究

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