Who’s the teacher? Who’s the learner? Professional growth and development of a novice teacher in Hong Kong

Lai Ha Freda YUEN

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study highlights the importance of mentorship focused on reflective practice during preservice teacher education and early years of teaching. Thoughtful reflection about teaching practices during early years of teaching is critical in preparing teachers for a child-centered curriculum. To successfully distinguish between teacher-directed and child-centered learning experiences, novice teachers require adequate understanding of child development and observations that inform planning and classroom teaching practices. This article discusses an early childhood teacher education program in Hong Kong in light of the need to broaden the scope of inquiry-based, reflective practice in ongoing teacher professional development. The author provides recommendations for successful mentorship programs and collaborations between educator preparation programs and schools. Copyright © 2014 Association for Childhood Education International.
Original languageEnglish
Pages (from-to)43-53
JournalChildhood Education
Volume90
Issue number1
Early online dateDec 2013
DOIs
Publication statusPublished - 2014

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Hong Kong
teacher
teaching practice
Teaching
education
childhood
educator
curriculum
classroom
planning
school
learning
experience

Citation

Yuen, L. H. (2014). Who’s the teacher? Who’s the learner? Professional growth and development of a novice teacher in Hong Kong. Childhood Education, 90(1), 43-53.