Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/53673
Title: Developing preservice teachers as leaders : a case of early childhood education in Hong Kong
Authors: Ying, IDJ
Ho, D
Keywords: Early childhood education
Teacher leadership
Teaching practicum
Preservice teachers
Issue Date: 2015
Publisher: Emerald Group Publishing Limited
Source: In L Orland-Barak & CJ Craig (Eds.), International teacher education : promising pedagogies (Part B) (Advances in research on teaching, Volume 22B), p.51 - 69. Bingley, U.K. : Emerald, 2015 How to cite?
Series/Report no.: Advances in research on teaching, v. 22B
Abstract: This case study aims to examine the discourses of Early Children Education (ECE) curriculum and preservice teachers’ teaching practicum in Hong Kong to explore issues of developing preservice teachers as leaders for their future career. Adopting the qualitative case study methodology, semistructured interviews and documentation were mainly used for data collection to address the following research questions: (a) To what extent are preservice teachers in ECE in Hong Kong aware of the needs of leadership development for their future career? (b) To what extent are the preservice teachers in ECE in Hong Kong able to be developed as leaders in the process of teacher education? (c) What are factors influencing the leadership development of preservice teachers in preschools in Hong Kong? Documents such as program handbooks, field experience handbooks, and student participants’ teaching portfolios were collected for analysis. Both teacher educators and preservice teachers were invited for individual interviews to reflect on their experiences of supervising or participating in teaching practicum. The findings revealed that both teacher educators and preservice teachers were aware of the importance of developing preservice teachers as leaders. The teaching practicum provided various opportunities for preservice teachers to develop leadership skills. However, personality and learning experiences provided in the curriculum will also impact on leadership development. This study also informs policymakers, curriculum developers, and teacher educators about possible curriculum changes and potentials of developing preservice teachers as leaders for their future career.
URI: http://hdl.handle.net/10397/53673
ISBN: 978-1-78441-670-6
978-1-78441-669-0 (eISBN)
DOI: 10.1108/S1479-368720150000025023
Rights: Copyright © 2015 by Emerald Group Publishing Limited. All rights of reproduction in any form reserved
The following publication Issa Danjun Ying , Dora Ho (2015), Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong, in Lily Orland-Barak , Cheryl J. Craig (ed.) International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Volume 22B) Emerald Group Publishing Limited, pp.51 - 69 is published by Emerald Group Publishing Limited and is available at http://www.emeraldinsight.com/doi/full/10.1108/S1479-368720150000025023, http://dx.doi.org/10.1108/S1479-368720150000025023
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