The literature on the scoiocultural view of learning, and teacher development framed the present study. Five beginning teachers teaching science in Hong Kong elementary schools were interviewed three months after they started their first teaching assignment. Support was then provided in the form of a resource pack, an introductory workshop and personal support from the researcher. During the implementation of the resource pack, lesson observations and interviews were conducted. Findings suggest the science teaching was more consistent with a constructivist view of learning and some were even able to influence their colleagues to give more thought to their science lessons. Teacher development is anaylsed with a sociocultural view of learning and recommendations for teacher education were made.
|Publication status||Published - 2006|
|Event||2006 Annual Meeting of American Educational Research Association: Education Research in the Public Interest - San Francisco, United States|
Duration: 07 Apr 2006 → 11 Apr 2006
|Conference||2006 Annual Meeting of American Educational Research Association: Education Research in the Public Interest|
|Period||07/04/06 → 11/04/06|
CitationCheng, M. H. (2006, April). The beginning teaching phase: Explaining teacher development as a sociocultural activity. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.
- Teacher Education
- Teacher Education and Professional Development