This paper reports a qualitative study of twelve Hong Kong beginning teachers' lived experiences in their probationary periods in the context of teacher professionalization. Teacher professionalization has been an on going project but the image of a professional teacher has been significantly re-portrayed since the 1980s, which has influenced the induction provision for the beginning teachers. Life history method, which draws on informants' critical career events, was adopted for the study. Information of the beginning teachers' professional development was analysed with reference to the new image of a professional teacher as projected in the literature and policy documents. Results of the study showed that beginning teachers' learning in the workplace was shaped by both individual and contextual factors. Essential components of helpful induction, which facilitates the development of teaching professionals, are identified.
|Publication status||Published - Sep 2001|
CitationChoi, J. P. L. (2001, September). Understanding beginning teachers' development as teaching professionals: Essential components for teacher induction. Paper presented at European Conference on Educational Research (ECER) 2001, Université Charles de Gaulle, Lille, France.
- Primary Education
- Teacher Education and Professional Development