ERIC Number: EJ981143
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 28
The Impact of Continuing Professional Development on a Novice Teacher
Yuen, L. H.
Teacher Development, v16 n3 p387-398 2012
Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For five years prior to the CPD project, the class had used a mixed curriculum of project approach topics and thematic units. The novice teachers, however, repeatedly expressed their concerns regarding the project work, including their lack of control over its direction. The author (the school consultant) offered to conduct a school-based CPD project at the kindergarten in order to enhance the teachers' professional development using the project approach. This paper tracks a novice teacher's professional growth and development through her experience in the CPD project. Specifically, the paper discusses how a project involving kindergarten children evolved in the classroom, as well as the reflections of a novice teacher regarding the project approach and CPD.
Descriptors: Professional Continuing Education, Teaching Methods, Kindergarten, Foreign Countries, Professional Development, Novices, Beginning Teacher Induction, Training Methods, Improvement Programs, Instructional Improvement, Teacher Improvement, Early Childhood Education, Professional Training, Teacher Attitudes, Participant Satisfaction, Active Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten
Authoring Institution: N/A
Identifiers - Location: Hong Kong