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Meta-learning ability - a crucial component for the professional development of teachers in a changing context

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Reviews of teachers professional development show that it is a highly complicated area, in which it is difficult to offer a unified and comprehensive view of the growing development of teachers. This study looks into the development of teachers by tracking their practices in a problematic teaching area: 'learning through play'. Four Hong Kong kindergarten teachers participated in a qualitative study that investigated their implicit knowledge of teaching. The findings show that there is a close relationship between the informants' teaching approaches and their self-learning patterns. The result raises doubt about the staged developmental perspectives of teacher development. The significance of meta-learning ability, which is found to be an essential component for the professional development of teachers in a changing context, is revealed.
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Keywords: implicit knowledge of teaching; professional development of teachers; teaching and learning through play

Document Type: Research Article

Affiliations: Department of Early Childhood Education, Hong Kong Institute of Education, Hong Kong, PRC

Publication date: February 1, 2008

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