The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic
AbstractThe disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2163790 |
| _version_ | 1797671650200649728 |
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| author | Noble Po Kan Lo Bryan Ka Ho To |
| author_facet | Noble Po Kan Lo Bryan Ka Ho To |
| author_sort | Noble Po Kan Lo |
| collection | DOAJ |
| description | AbstractThe disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-Covid-19 identity formation amongst secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting. This study will apply a mixed-methods approach to the collection of quantitative (survey) and qualitative (interview) data from a sample of Hong Kong educators. Through a critical, comparative analysis of these findings and triangulation of the evidence with prior academic theories, a model of educator development and identity formation will be proposed to improve and target developmental support throughout normalisation and post-Covid-19 recovery. |
| first_indexed | 2024-03-11T21:18:37Z |
| format | Article |
| id | doaj.art-227d303a738e4f2aa74ef48b4b49a802 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-11T21:18:37Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-227d303a738e4f2aa74ef48b4b49a8022023-09-28T10:28:08ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110110.1080/2331186X.2022.2163790The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemicNoble Po Kan Lo0Bryan Ka Ho To1Division of Languages and Communication, College of Professional and Continuing Education, The Hong Kong Polytechnic UniversityDepartment of Humanities, Suzhou Singapore International School, Suzhou, Jiangsu, ChinaAbstractThe disruptive effects of this pandemic are predicted to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct the identity and role of educators in future educational systems. Accordingly, the primary aim of the proposed research is to critically assess the factors shaping post-Covid-19 identity formation amongst secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting. This study will apply a mixed-methods approach to the collection of quantitative (survey) and qualitative (interview) data from a sample of Hong Kong educators. Through a critical, comparative analysis of these findings and triangulation of the evidence with prior academic theories, a model of educator development and identity formation will be proposed to improve and target developmental support throughout normalisation and post-Covid-19 recovery.https://www.tandfonline.com/doi/10.1080/2331186X.2022.2163790Continuing professional developmentEnglish language educationsecondary school teachersidentity formation |
| spellingShingle | Noble Po Kan Lo Bryan Ka Ho To The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic Cogent Education Continuing professional development English language education secondary school teachers identity formation |
| title | The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic |
| title_full | The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic |
| title_fullStr | The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic |
| title_full_unstemmed | The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic |
| title_short | The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic |
| title_sort | transformation of identity of secondary school teachers professional development and english language education strategies in hong kong during the covid 19 pandemic |
| topic | Continuing professional development English language education secondary school teachers identity formation |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2022.2163790 |
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