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Teacher Perceptions of Professional Development in an International School in Hong Kong.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher Perceptions of Professional Development in an International School in Hong Kong./
Author:	Best, David R.
Description:	1 online resource (191 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060624click for full text (PQDT)
ISBN:	9798426829923

Teacher Perceptions of Professional Development in an International School in Hong Kong.
Best, David R.

Teacher Perceptions of Professional Development in an International School in Hong Kong. - 1 online resource (191 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

Includes bibliographical references

Access to and engagement with high quality and relevant professional development is essential for educators to keep up with the latest evidence-based practices in teaching and learning. However, teacher dissatisfaction with professional development offerings is an all-too common occurrence in the field of education which often limits the transfer and application of professional development initiatives into the classroom. If we were better able to understand the experiences of educators with professional development, then we might be able to improve the ability of educators to incorporate evidenced-based practices into their classrooms. Therefore, using the theoretical framework of andragogy, this qualitative, single-case study aimed to answer the following overarching research question: What are the experiences of teaching faculty at an international school in Hong Kong with professional development? Findings revealed that some teachers were more engaged in professional learning activities than others; teachers did not play very active roles in the planning and evaluation of professional learning activities at their school; and teachers have experienced some types of professional development that they have enjoyed, but there are many more topics that they would like to see implemented. Implications for practice and future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426829923Subjects--Topical Terms:

543202
Adult education.
Subjects--Index Terms:

AndragogyIndex Terms--Genre/Form:

542853
Electronic books.

Teacher Perceptions of Professional Development in an International School in Hong Kong.
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500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Conn, Kelly.
502 $a Thesis (Ed.D.)--Northeastern University, 2022.
504 $a Includes bibliographical references
520 $a Access to and engagement with high quality and relevant professional development is essential for educators to keep up with the latest evidence-based practices in teaching and learning. However, teacher dissatisfaction with professional development offerings is an all-too common occurrence in the field of education which often limits the transfer and application of professional development initiatives into the classroom. If we were better able to understand the experiences of educators with professional development, then we might be able to improve the ability of educators to incorporate evidenced-based practices into their classrooms. Therefore, using the theoretical framework of andragogy, this qualitative, single-case study aimed to answer the following overarching research question: What are the experiences of teaching faculty at an international school in Hong Kong with professional development? Findings revealed that some teachers were more engaged in professional learning activities than others; teachers did not play very active roles in the planning and evaluation of professional learning activities at their school; and teachers have experienced some types of professional development that they have enjoyed, but there are many more topics that they would like to see implemented. Implications for practice and future research are discussed.
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538 $a Mode of access: World Wide Web
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