Kindergarten teachers in Hong Kong have been criticized for not
incorporating the child-centered approach into their practice. This
failure is often justified by the pressure of external constraints
such as the demands of the academic curriculum, parents'
expectation of success and the emphasis on discipline within the
Chinese culture. This book is to explore the extent to which such
constraints were affected by the stage of a teacher's professional
development. Nine case studies were carried out. The data suggested
that the professional development of teachers was limited by their
inability to extend their thinking beyond their own personal
concerns so that the needs of the children were not the major
determinant of their classroom practice. Instead, external
constraints dominated the teachers' thinking. Ways of bringing
about a transformation in teachers' thinking to improve the quality
of the children's learning experience are considered. The analysis
should help shed some light on schools' professional learning, and
should be especially useful to those who may be considering
interventions/school support initiatives to raise quality.
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