Synergy Between Classroom Learning and Professional Development of Teacher
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Home > Society and Social Sciences > Education > Synergy Between Classroom Learning and Professional Development of Teacher: A Case of Historical Investigation at Secondary Three
Synergy Between Classroom Learning and Professional Development of Teacher: A Case of Historical Investigation at Secondary Three

Synergy Between Classroom Learning and Professional Development of Teacher: A Case of Historical Investigation at Secondary Three


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About the Book

This dissertation, "Synergy Between Classroom Learning and Professional Development of Teacher: a Case of Historical Investigation at Secondary Three" by Kwai-ling, Queenie, Cheng, 鄭桂玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Synergy between Classroom Learning and Professional Development of Teacher: A Case of Historical Investigation at Secondary Three Submitted by Queenie K. L. Cheng for the degree of Master of Education at the University of Hong Kong September, 2005 In this research, the research teachers address the problem of the co-relationship between the classroom learning and the professional development of teachers. The main questions, arising from this problem, which we address, are "In what ways that the students can improve their learning in classroom learning?' and "In what ways that the teachers can improve their teaching in classroom learning?" Our central thesis in addressing these questions is to investigate the synergy between classroom learning and professional development of teachers. Our aims and purposes in this study are thus to improve the quality of learning and teaching and promote professional development of teachers. The research context of this study is in the domain of lesson study. We start from the premise that there is a co-relationship between the classroom learning and the professional development of teachers assuming that both the learning of students in classroom and the teaching of teachers can be benefited by lesson study. The method we use to achieve these aims is an action research. Our results show that lesson study enhances the effectiveness of classroom learning and the teaching of teachers, and from these we conclude that the students learn better and the teachers gain their professional growth. The outcome of this study is that there is synergy between classroom learning and professional development of teachers in this historical investigation at Secondary three. The plan deserves to extend to other subjects in my school. DOI: 10.5353/th_b3533107 Subjects: Learning Teacher effectiveness - China - Hong Kong Effective teaching - China - Hong Kong Junior high school teachers - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes


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Product Details
  • ISBN-13: 9781361235850
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 210
  • Sub Title: A Case of Historical Investigation at Secondary Three
  • Width: 216 mm
  • ISBN-10: 1361235853
  • Publisher Date: 26 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 11 mm
  • Weight: 499 gr


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