Teachers' Perceptions of Continuing Professional Development: A Case Study in Hong Kong
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
Dr. Sally Wai-Yan Wan
Ed.D. Candidate, The University of Nottingham, UK