Project Details

Issues with provision of teacher education in reform context

This pilot study aims to understand current CPD (continuous professional development) provisions provided in two case schools in relation to significant educational reforms in the Hong Kong context. It also aims to identify issues related and areas for further research. This qualitative case study draws on data from a large-scale mixed-method study, which involved analysis of policy documents, interviews with key stakeholders including the principal, key staff members, teachers and students, as well as surveys. This study uses the policy documents and interview data. Investigating current CPD provisions that were actually utilized by the case schools, teachers’ perceptions of them, and their impact on teachers’ adoption of reforms, the study aims to contribute to understanding effective educational reform process.

Commencement Date : 2014/6
Completion Date : 2014/9
Chief Investigator(s) : Dr CHOI, Tae Hee 崔太僖 [EPL]
Keyword(s) : Effective educational reforms   continuous professional development   qualitative case study  

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