Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/18392
Title: Understanding the complexity of preschool teaching in Hong Kong : the way forward to professionalism
Authors: Ho, CWD
Keywords: Leadership
Practice
Preschool
Professionalism
Professionalization
Teacher knowledge
Issue Date: 2006
Publisher: Pergamon-Elsevier Science Ltd
Source: International journal of educational development, 2006, v. 26, no. 3, p. 305-314 How to cite?
Journal: International Journal of Educational Development 
Abstract: In Hong Kong, preschool education has been viewed either as preparation for primary education or as custodial care to suit working mothers. These ambiguous images of preschool teachers and teaching are definitely a roadblock to professionalization. This paper critically analyzes the professionalization of preschool education in the local context. Arguing that quality of practice is the cornerstone for improving the status of preschools and their teachers, it examines the complexity of professional knowledge and practice from two aspects: building knowledge and using knowledge. The former concerns child development theory as the knowledge base for practice and the latter addresses the factors affecting transformation of knowledge to pedagogy in the classroom context. Finally, it suggests that action research may provide a better grounding for professionalization.
URI: http://hdl.handle.net/10397/18392
ISSN: 0738-0593
DOI: 10.1016/j.ijedudev.2005.08.005
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

SCOPUSTM   
Citations

15
Last Week
1
Last month
1
Citations as of Dec 11, 2017

WEB OF SCIENCETM
Citations

5
Last Week
0
Last month
0
Citations as of Dec 10, 2017

Page view(s)

48
Last Week
1
Last month
Checked on Dec 11, 2017

Google ScholarTM

Check

Altmetric



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.