Teachers' Perceptions of Continuing Professional Development: A Case Study in Hong Kong

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This paper presents the findings from a small-scale study of Hong Kong primary teachers’ perceptions of continuing professional development (CPD). The study applied a quantitative approach, using a self-developed survey questionnaire on the basis of the CPD framework as proposed by Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003). The study was conducted in one primary school, in order to explore teachers’ perceptions of the government CPD framework. Using factor analysis, the quantitative findings show that teachers' views on the structure of CPD framework are similar to that of the government. The implications of school-based professional development and government policies related to CPD will be discussed in the paper.

Keywords: Continuing Professional Development, Professional Learning, Teacher Development, Teacher Education
Stream: Education and Social Welfare
Presentation Type: Virtual Presentation in English
Paper: A paper has not yet been submitted.

Dr. Sally Wai-Yan Wan

Ed.D. Candidate, The University of Nottingham, UK
Hong Kong, Hong Kong, Hong Kong

Sally Wan Wai-yan is currently Primary School Mistress (Curriculum Development) (PSMCD) of Shatin Tsung Tsin School. She graduated from the Hong Kong Institute of Education, majoring in English Language in 1996, attained a Bachelor of Education at the University of Hong Kong in 1998 and in 2002, she attained a Master of Education degree, specializing in Curriculum Studies. She is currently enrolled in a Doctor of Education programme at the University of Nottingham (UK), focusing on researching teachers' continuing professional development.

Ref: I08P0776