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. Copyright © 2004 Hong Kong Teachers' Centre.
|Journal||Hong Kong Teachers' Centre Journal|
|Publication status||Published - 2004|
CitationChan, K.-W. (2004). Teacher professional development: In-service teachers' motives, perceptions and concerns about teaching. Hong Kong Teachers' Centre Journal, 3, 56-71.
- Professional development
- In-service teachers