Abstract
This paper discusses how life history study informs the relationship between teachers’ continuing professional development (CPD) and teacher commitment. By conducting life history interview with teachers who commenced their teaching career in each one of the five decades from 1960s to 2000s, the paper seeks to understand the various types of CPD activities which teachers at different phrases of the professional life cycle engage in the wider socio-historical contexts. The paper further discusses the ways in which teachers’ engagement in CPD activities can / cannot contribute to sustained transformative practice and how CPD activities are related to teacher commitment.
| Original language | English |
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| Publication status | Published - Nov 2006 |
| Event | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 - The Hong Kong Institute of Education, Hong Kong Duration: 28 Nov 2006 → 30 Nov 2006 |
Conference
| Conference | The Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization = 亞太教育研究學會國際研討會2006：全球化中的教育研究、政策與實踐 |
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| Abbreviated title | APERA 2006 |
| Country/Territory | Hong Kong |
| Period | 28/11/06 → 30/11/06 |
Citation
Tang, S. Y. F., & Choi, P. L. J. (2006, November). Teachers' continuing professional development and teacher commitment. Life history and memory work as methodological approaches to the understanding of teachers and teaching. Symposium conducted at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.Keywords
- Teacher Education
- Teacher Education and Professional Development