Teachers talking about effective practice: Understanding the knowledge and practice of teachers

Yuen Ling Joyce LI

Research output: Contribution to journalArticles

2 Citations (Scopus)

Abstract

The idea of active learning was first introduced to kindergarten teachers in Hong Kong in 1981 when they received their in-service teacher education. In a two-year, school-based project, 60 teachers in five schools were asked to create collaborative videos about models of good practices after sharing “effective” teaching episodes with peer teachers who were experimenting with “desirable” learning activities in their classrooms. This study reports on the planning, implementation, classroom ethos and adult support displayed in the project deliverables (videos) so as to portray the kinds of emergent innovations that were being adopted. The findings of the study suggest that there was some significance to the use of collaborative reflection to activate teachers' creativity and sensitivity in giving children's learning first priority in their pedagogy. As well, it points toward using collaborative reflection as an element of teacher education. Copyright © 2007 National Association of Early Childhood Teacher Educators.
Original languageEnglish
Pages (from-to)301-310
JournalJournal of Early Childhood Teacher Education
Volume28
Issue number3
DOIs
Publication statusPublished - Jul 2007

Citation

Li, Y. L. (2007). Teachers talking about effective practice: Understanding the knowledge and practice of teachers. Journal of Early Childhood Teacher Education, 28(3), 301-310.

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