Factors Affecting Teachers' Participation in Continuing Professional Development (CPD): From Hong Kong Primary School Teachers' Perspectives.

Wan, Sally Wai-Yan.; Lam, Patrick Hak-Chung

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Record Details - ED509923

Title: Factors Affecting Teachers' Participation in Continuing Professional Development (CPD): From Hong Kong Primary School Teachers' Perspectives

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Title:	Factors Affecting Teachers' Participation in Continuing Professional Development (CPD): From Hong Kong Primary School Teachers' Perspectives
Authors:	Wan, Sally Wai-Yan.; Lam, Patrick Hak-Chung
Descriptors:	Focus Groups; Foreign Countries; Professional Continuing Education; Teaching Methods; Faculty Development; Elementary School Teachers; Teacher Attitudes; Attitude Measures; Questionnaires; Teacher Participation; Case Studies; Barriers; Cognitive Psychology; Educational Quality
Source:	Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
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Publisher:	N/A
Publication Date:	2010-00-00
Pages:	27
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	This paper presents the findings from a small-scale case study of Hong Kong primary teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The study applies a multiple approach with mixed research methods, including using a self-developed survey questionnaire on the basis of the CPD framework as proposed by Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003) and focus group interviews with two groups of teachers. The study was conducted in two primary schools, in order to explore teachers' perceptions of the factors affecting teachers' participation in continuing professional development (CPD). The implications of school-based professional development and government policies related to CPD are discussed in the paper. (Contains 17 tables.)
Abstractor:	As Provided
Reference Count:	27

Note:	N/A
Identifiers:	Hong Kong
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education

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