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| 題 名 | 香港教師持續專業發展的反思:邁向「學習社群」的道路=Rethinking Teachers' Continuing Professional Development in Hong Kong: The Way towards a "Learning Community" |
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| 作 者 | 陳茂釗; | 書刊名 | 優質學校教育學報 |
| 卷 期 | 7 2012[民101] |
| 頁 次 | 頁7-25 |
| 專 輯 | 持續專業發展 |
| 分類號 | 522.2 |
| 關鍵詞 | 學習社群; 香港教師; 持續專業發展; Learning community; Hong Kong teachers; Continuing professional development; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 教師持續專業發展的議題,一直受到高度關注。不少學者的關注點,亦從教師個人層面的「教師專業發展」,延伸到整體教學社群的共同專業成長,認為推動學校成為「專業學習社群」,是香港專業發展應走的方向。 本文通過整理本土及各地有關教師持續專業發展的重要文獻,歸納了本港在職教師參與持續專業發展的歷史及其發展步伐。建基於以上的文獻整理,本文嘗試歸納了一些對教師專業發展有重要影響的政策及其背後的理念與理據,並就政策的建議進行分析,從而探討教師持續專業發展過程中的實施問題,進而帶出「教師個人專業發展」與「專業學習社群」兩者之間的關係。文章的重點在於探索香港教師如何從個人主導的「教師專業發展」,延伸到整體教學社群的專業成長,共同推動學校成為「專業學習社群」,進一步優化及提昇香港教育的質素。 |
| 英文摘要 | Teachers’ continuing professional development has long been regarded as one of the key concerns in the field of teacher education. Recently there are a substantial number of researches extending on teacher professional development, suggesting that it has changed from the individual level to the organization level, and they agreed that the approaches of teacher professional development should focus more on developing a professional learning community. Based on reviews of local and international literature, this article will first examine the historical development of teachers’ involvement in engaging continuing professional development activities in Hong Kong. This article will also attempt to review key policies, which have significant impact on the development of Hong Kong teachers’ professional development, and the rationale behind these policies. The relationship between teachers’ “continuing professional development” and “professional learning community” will also be examined.Suggestions to the development of schools as professional learning communities are proposed aiming to further enhance the quality of teaching in Hong Kong school context. |
本系統中英文摘要資訊取自各篇刊載內容。