Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For ﬁve years prior to the CPD project, the class had used a mixed curriculum of project approach topics and thematic units. The novice teachers, however, repeatedly expressed their concerns regarding the project work, including their lack of control over its direction. The author (the school consultant) offered to conduct a school-based CPD project at the kindergarten in order to enhance the teachers’ professional development using the project approach. This paper tracks a novice teacher’s professional growth and development through her experience in the CPD project. Speciﬁcally, the paper discusses how a project involving kindergarten children evolved in the classroom, as well as the reﬂections of a novice teacher regarding the project approach and CPD. Copyright © 2012 Teacher Development.
|Publication status||Published - Aug 2012|
CitationYuen, L. H. (2012). The impact of continuing professional development on a novice teacher. Teacher Development, 16(3), 387-398.
- Early childhood education
- Teacher development
- Teacher education
- Learning and teaching
- Continuing professional development