Learning and Teaching in the Chinese Classroom: Responding to Individual Needs
Published:
2011
Online ISBN:
9789882209848
Print ISBN:
9789888083428
Contents
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Educational Reforms and the Changing Role of Teachers Educational Reforms and the Changing Role of Teachers
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Teachers as Reflective Practitioners Teachers as Reflective Practitioners
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Reflection-in-action, reflection-on-action and reflective practice Reflection-in-action, reflection-on-action and reflective practice
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Teachers As Researchers and Action Research Teachers As Researchers and Action Research
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What is action research? What is action research?
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Doing action research Doing action research
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The action research cycle Step 1: Planning The action research cycle Step 1: Planning
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Identifying problems Identifying problems
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Plan of action Plan of action
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Steps 2 and 3: Acting and observing Steps 2 and 3: Acting and observing
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Data collection Data collection
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Data analysis Data analysis
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Step 4: Reflecting and future action Step 4: Reflecting and future action
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Action research supports learning and teaching Action research supports learning and teaching
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Teacher Development Teacher Development
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Why do teachers need professional development? Why do teachers need professional development?
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Improving competence and leading the reform Improving competence and leading the reform
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Lifelong learning: Adapting to the learning society Lifelong learning: Adapting to the learning society
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Changing roles require knowledge updating Changing roles require knowledge updating
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Continuing professional development in Hong Kong Continuing professional development in Hong Kong
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Conclusion Conclusion
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Learning Activities Learning Activities
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Chapter
10 Teachers as Researchers and Teacher Development
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Published:September 2011
Cite
Lam, Bick-har, 'Teachers as Researchers and Teacher Development', Learning and Teaching in the Chinese Classroom: Responding to Individual Needs (Hong Kong , 2011; online edn, Hong Kong Scholarship Online, 19 Jan. 2012), https://doi.org/10.5790/hongkong/9789888083428.003.0010, accessed 19 Apr. 2024.
Abstract
This chapter describes the roles of the professional teacher in the twenty-first century within the context of Confucian heritage cultures such as Hong Kong, including the importance of action research and reflective practice in teachers' continuing professional development.
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