Teacher's identity, values and moral purposes in school improvement: Interpretations of a Hong Kong Experience

Yuen Mei Ina SIU

Research output: Contribution to journalArticlespeer-review

Abstract

This paper describes the experience of a teacher educator in fostering teacher development in a reading project in Hong Kong. The teacher educator is interested in finding out the perceptions of teachers in the project and the factors affecting their perceptions and thus participation in the project. Teachers were interviewed and their lessons observed. A study of documents gave background information of the school. The interactions with the teachers in school functions, lesson observation, discussions and workshops recorded in the researcher’s diary had led to holistic interpretation of the teachers’ participation in the project. It is argued that the teacher’s sense of identity, value and moral purposed play an important but often neglected role in their involvement in an innovation. Copyright © 2004 International Society for Teacher Education.
Original languageEnglish
Pages (from-to)37-47
JournalJournal of the International Society for Teacher Education
Volume8
Issue number1
Publication statusPublished - Jan 2004

Citation

Siu, I. Y. M. (2004). Teacher's identity, values and moral purposes in school improvement: Interpretations of a Hong Kong Experience. Journal of the International Society for Teacher Education, 8(1), 37-47.

Keywords

  • Primary Education
  • Teacher Education and Professional Development

Fingerprint Dive into the research topics of 'Teacher's identity, values and moral purposes in school improvement: Interpretations of a Hong Kong Experience'. Together they form a unique fingerprint.