Teachers’ changed perceptions of pupils’ motivation for learning through professional development: The moderating role of classroom ethnic composition

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

This study assessed the effect of a teacher professional development (PD) programme that incorporated culturally responsive teaching on Chinese kindergarten teachers’ perceptions of learning motivation of ethnic minority (EM) vs. Chinese pupils in Hong Kong. The moderating role of classroom ethnic composition was examined. Forty-five teachers in the intervention group attended 20 sessions of PD courses over 10 months, whereas 40 teachers who did not attend the current programme formed a control group. Pre- and post-tests were conducted to assess teacher perceptions of learning motivation and engagement of Chinese and EM pupils. Hierarchical structure of data was accounted for with multilevel modelling. Results showed that the intervention resulted in positive changes in teacher perceptions of learning motivation of EM (vs. Chinese) pupils among teachers working in classrooms with low proportions of EM pupils when compared to teachers in the control group. The findings highlighted that teachers’ cultural diversity training programmes should be evaluated in relation to classroom ethnic composition and other contextual factors that influence the quality and frequency of interethnic contact. Copyright © 2022 International Review of Finance Ltd.
Original languageEnglish
Pages (from-to)475-490
JournalJournal of Education for Teaching
Volume49
Issue number3
Early online date15 Oct 2022
DOIs
Publication statusPublished - 2023

Citation

Lin, S.-Y., Ng, C. S. M., Chung, K. K. H., & To-Chan, S. P. (2023). Teachers’ changed perceptions of pupils’ motivation for learning through professional development: The moderating role of classroom ethnic composition. Journal of Education for Teaching, 49(3), 475-490. https://doi.org/10.1080/02607476.2022.2135426

Keywords

  • Teacher perceptions
  • Learning motivation
  • Culturally responsive teaching
  • Teacher professional development
  • Multicultural education

Fingerprint

Dive into the research topics of 'Teachers’ changed perceptions of pupils’ motivation for learning through professional development: The moderating role of classroom ethnic composition'. Together they form a unique fingerprint.