Early-Career Academics' Perceptions of Teaching and Learning in Hong Kong: Implications for Professional Development

Autor/inn/en	Thomas, Keith; McNaught, Carmel; Wong, Kin-Chi; Li, Yi-Ching
Titel	Early-Career Academics' Perceptions of Teaching and Learning in Hong Kong: Implications for Professional Development
Quelle	In: International Journal for Academic Development, 16 (2011) 3, S.257-268 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2011.596731
Schlagwörter	Asian Culture; Learning Strategies; Foreign Countries; Professional Development; Beginning Teachers; Educational Strategies; Context Effect; Cultural Context; Barriers; Student Behavior; Interpersonal Relationship; Teacher Role; Teacher Surveys; Teacher Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Junior teacher; Junglehrer; Lehrstrategie; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Lehrerverhalten; Hongkong
Abstract	This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new academics from taking an active interest in ongoing professional development beyond the mandatory component. However, the effect of Chinese culture, which places a strong emphasis on "face" and harmonious human relationships, and the existence of hidden ("ghost") rules can collectively add pitfalls that inhibit new academics' full engagement in their teaching roles. Local contextual capabilities are identified and implications for the design of professional development programmes for early-career academics are discussed. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10