Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis
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AbstractThe purpose of this study is to examine the mediating role of Professional Development Initiatives (PDIs) in relation to the implementation of New Secondary School curriculum in Hong Kong and student learning. Data were collected from 414 Key Learning Area coordinators and subject heads who were responsible for managing curriculum of senior secondary education in 91 Hong Kong secondary schools. Results indicated that three types of PDI (i.e. curriculum planning, professional sharing and support for teachers) mediated the impact of teachers’ collaborative practices
on their conceptions of student learning. Whereas two PDIs have exerted mediating effect of teachers’ curriculum orientation on student learning. Implications for facilitating teachers’ curriculum implementation towards reform and sustaining various types of PDIs are discussed.
on their conceptions of student learning. Whereas two PDIs have exerted mediating effect of teachers’ curriculum orientation on student learning. Implications for facilitating teachers’ curriculum implementation towards reform and sustaining various types of PDIs are discussed.
All Author(s) ListChrysa Keung, Alan Cheung, Barley Mak, Winnie Tam
Journal nameInternational Journal of Educational Research
Year2021
Month6
Day30
Volume Number109
PublisherElsevier
Article number101829
Pages1 - 12
ISSN0883-0355
LanguagesEnglish-United States
Keywordsprofessional development, curriculum reform, student learning, curriculum orientation, collaborative practice
