Initiating small class teaching in Hong Kong: Video reflective narratives and the professional developmental learning model

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Abstract

This study explores the use of video reflective narratives. It reports on data derived from 28 in-service primary school teachers undertaking professional development to support small class (n = 25) teaching in Hong Kong. The findings serve to highlight that such professional development is fraught with confounds, for professional development works at the level of the individual, and is complex and interactive. Analysis of data derived from video reflective narratives suggests that such phenomenon may be explained by reference to a professional developmental learning model. Findings suggest that such interactions are predictable and accordingly, the effects of specific professional development programs can be monitored.

Original languageEnglish
Pages (from-to)507-522
Number of pages16
JournalTeacher Development
Volume16
Issue number4
DOIs
Publication statusPublished - Nov 2012

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Hong Kong
  • professional developmental learning model
  • small class teaching
  • video reflective narratives

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