TY - JOUR
T1 - Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic
AU - Moorhouse, Benjamin Luke
AU - Lee, Jonathan
AU - Herd, Simon
N1 - Publisher copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group
PY - 2021/3
Y1 - 2021/3
N2 - This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures.
AB - This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures.
KW - COVID-19
KW - Hong Kong Education Bureau
KW - Remote school-based professional support
KW - Teacher professional development
UR - http://www.scopus.com/inward/record.url?scp=85096611266&partnerID=8YFLogxK
U2 - 10.1080/23735082.2020.1825777
DO - 10.1080/23735082.2020.1825777
M3 - Journal article
AN - SCOPUS:85096611266
SN - 2373-5082
VL - 7
SP - 5
EP - 19
JO - Learning: Research and Practice
JF - Learning: Research and Practice
IS - 1
ER -