Hong Kong Primary School Teachers’ Perceived Needs in Continuing Professional Development

By Sally Wai-Yan Wan.

Published by The Social Sciences Collection

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Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 2, pp.103-112. Article: Print (Spiral Bound). Article: Electronic (PDF File; 571.670KB).

Dr. Sally Wai-Yan Wan

PSMCD, University of Nottingham, UK

Sally Wan Wai-yan is currently Primary School Mistress (Curriculum Development) (PSMCD) of Shatin Tsung Tsin School. She graduated from the Hong Kong Institute of Education, majoring in English Language in 1996, attained a Bachelor of Education at the University of Hong Kong in 1998 and in 2002, she attained a Master of Education degree, specializing in Curriculum Studies. She is currently enrolled in a Doctor of Education programme at the University of Nottingham (UK), focusing on researching teachers’ continuing professional development.


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