While much of the current teacher training in Hong Kong adopts a knowledge transmission mode, a means allowing more active participation by story telling is introduced in our study. It aims to explore alternatives to the field of local teacher education. Our focus is on promoting learning and professional development among in-service teachers. This paper documents how we enhance the awareness of teachers’ experiential knowledge through story telling, and our reflections on the achievements and limitations in the study. The experience and implications drawn from this study helps us further develop a useful program for in-service teachers.
|Published - 2008