This paper presents the findings from a small-scale study of Hong Kong primary teachers’ perceptions of their needs in continuing professional development (CPD). The study applied a quantitative approach, using a self-developed survey questionnaire on the basis of the CPD framework as proposed by Advisory Committee on Teacher Education and Qualifications (ACTEQ, 2003). The study was conducted in one primary school, in order to explore teachers’ perceived needs in four CPD domains: teaching and learning, student development, school development, and professional relationships and services. The quantitative findings show that teachers had positive needs in all of the four domains. The implications of school-based professional development and government policies related to CPD will be discussed in the paper.
|Keywords:||Continuing Professional Development, Teacher Learning, Teacher Development, Teacher Needs|
PSMCD, University of Nottingham, UK
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