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. 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

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Hong Kong
childhood
Teaching
teacher
educator
student teacher
interaction
learning
evidence
student

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.