The professional development needs of Hong Kong ESL teachers

2010 ◽  
Vol 11 (3) ◽  
pp. 397-410 ◽  
Author(s):  
Barley Mak
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Esl Teachers ◽  
Professional Development Needs

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

scholarly journals Understanding ESL Teachers’ Agency in Their Early Years of Professional Development: A Three-Layered Triadic Reciprocity Framework

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing Huang ◽  
Jesse W. C. Yip
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Early Career ◽  
Early Years ◽  
Teacher Agency ◽  
Early Career Teachers ◽  
Esl Teachers ◽  
Secondary English ◽  
Policy Makers ◽  
Internal And External Factors

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers’ intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers’ proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond.

scholarly journals Information literacy: Hong Kong primary teachers’ perceptions of the role of the teacher librarian

2021 ◽  
pp. 267-279
Author(s):  
Angel Leung Yuet Ha
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Information Literacy ◽  
Primary Schools ◽  
Primary Teachers ◽  
Literacy Skills ◽  
Teachers Perceptions ◽  
Professional Development Needs ◽  
Information Literacy Skills ◽  
Teachers Professional Development

This study aims at investigating Hong Kong primary teachers’ perceptions of the teacher librarian role in relation to information literacy. Primary teachers’ responsibility for equipping students with information literacy skills in cooperation with the teacher librarian is focused. A mixed-method of quantitative and qualitative approach was taken. The data were collected through questionnaires sent to every tenth primary schools listed in the Primary School Profiles 2011 published by the Committee on Home-School Co-operation, EDB, HKSAR and face to face interview with six questionnaire respondents. Questionnaires were sent to 146 schools. 75 teacher respondents answered and sent back. The results have identified teachers’ understanding of information literacy, the need to develop student such skills, professional development needs and teaching in terms of information literacy skills, government policies and school administration related to the teacher librarian role. Some suggestions were made regarding to teachers’ professional development needs in terms of information literacy.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

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