Teacher professional development: In-service teachers' motives, perceptions and concerns about teaching

This paper reports a survey study of in-service teachers’ motives, perceptions and concerns about teaching. Three motives were identified for their choosing of teaching as a career, viz. Intrinsic/Altruistic, Extrinsic/Job condition and Influence from others. Of the three motives, it was mostly Intrinsic/Altruistic motive which caused them to join the teaching profession. For the concerns, the teachers under study demonstrated a higher proportion of “concern for pupils” than “concern with self ”, suggesting they had progressed to a higher stage of professional development. The teachers were generally inclined towards the constructivist conceptions about teaching and learning. Nevertheless, they were pressurized by the tight teaching schedule and examination system, hence they still relied on didactic teaching and required students to memorize or recite what were taught in class.
本論文報導一個調查在職教師的教學動機、看法和關注結果。選擇教學作為職業的動機，可分為內在 / 利他，外在/工作條件和他人的影響。其中持內在/利他動機的人數最多。至於教師的關注焦點，“關注學生”比“關注自己”的人數較多，顯示受調查的教師已進展到較高的專業發展階段。調查中的教師具信心、投入，一般傾向於建構主義，然而，受壓於緊湊的教學程序和考試制度，仍然倚靠傳統的講學方法和需要學生背誦和記憶課堂內所學。 Copyright © 2004 Hong Kong Teachers' Centre.