Teachers as researchers and teacher development

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter, which outlines the roles of teachers in the twenty-first century, will help readers develop a personal orientation towards teacher development and lead them to understand the professional capacity of teachers in these challenging times. The chapter focuses on professional teachers in East Asia, particularly in countries with a confucian culture, such as Hong Kong. After completing this chapter, readers will be able to: •recognize the role of teachers in the contemporary classroom; •appreciate reflective practice as an important process in the professionalization of teachers; •comprehend various reflective practices that support teacher development; •understand the concept of a teacher as a researcher; •appreciate the techniques involved in conducting action research; •understand teacher development as an important ongoing process in the professionalization of teachers; and •develop a clear orientation towards teacher development. Copyright © 2011 Hong Kong University Press.
Original languageEnglish
Title of host publicationLearning and teaching in the Chinese classroom: Responding to individual needs
Place of PublicationHong Kong
PublisherHong Kong University Press
Pages265-290
ISBN (Print)9789888083428
Publication statusPublished - 2011

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teacher
professionalization
action research
twenty-first century
Hong Kong
classroom

Citation

Lam, B.-h. (2011). Teachers as researchers and teacher development. In S. N. Phillipson, & B.-h. Lam, Learning and teaching in the Chinese classroom: Responding to individual needs (pp. 265-290). Hong Kong: Hong Kong University Press.