Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: a multi-group analysis-Reference-Cited by-同舟云学术

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Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: a multi-group analysis

Published:2021-10-15 Issue: Volume: Page:1-13
ISSN:0218-8791
Container-title:Asia Pacific Journal of Education
language:en
Short-container-title:Asia Pacific Journal of Education

Author:

Keung Chrysa P. C.¹^ORCID,Cheung Alan C. K.²^ORCID,Mak Barley S. Y.³,Tam Winnie W. Y.⁴

Affiliation:

1. Department of Education Policy and Leadership, The Education University of Hong Kong, HKSAR, China

2. Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, HKSAR, China

3. United College, The Chinese University of Hong Kong, HKSAR, China

4. Centre for University and School Partnership, Faculty of Education, The Chinese University of Hong Kong, HKSAR, China

Funder

Education Bureau of Hong Kong Special Administrative Region

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02188791.2021.1988901

Reference43 articles.

1. Teacher professional development in Teaching and Teacher Education over ten years

2. Significance tests and goodness of fit in the analysis of covariance structures.

3. Professional Development and Teacher Learning: Mapping the Terrain

4. Collaborative inquiry in teacher professional development

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