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Teacher Development
An international journal of teachers' professional development
Volume 17, 2013 - Issue 1
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Articles

Teachers’ experiences of autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong

Eleanore Hargreaves Curriculum, Pedagogy and Assessment, Institute of Education, University of London, London, UKCorrespondence[email protected]
,
Rita Berry Hong Kong Institute of Higher Education, Hong Kong, China
,
Y. C. Lai Hong Kong Institute of Higher Education, Hong Kong, China
,
Pamela Leung Hong Kong Institute of Higher Education, Hong Kong, China
,
David Scott Institute of Education, University of London, London, UK
&
Gordon Stobart Institute of Education, University of London, London, UK
Pages 19-34 | Received 24 Mar 2011, Accepted 25 May 2012, Published online: 10 Dec 2012

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Sarah Porcenaluk, Art O’Neachtain & Cornelia Connolly. (2023) Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies 42:4, pages 931-948.
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Ziqi Li, Zi Yan, Kinnie Kin Yee Chan, Ying Zhan & Wu Yuan Guo. (2023) The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development 27:4, pages 447-467.
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Emmy Vrieling-Teunter, Marjan Vermeulen & Lars de Vreugd. (2023) Assessing social configurations in teacher learning groups: the ‘Dimensions of Social Learning Questionnaire’. Journal of Education for Teaching 49:3, pages 521-533.
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Lenka Janik Blaskova, Soizic Le Courtois, Sara T. Baker, Jenny L. Gibson, Paul G. Ramchandani, Christine O’Farrelly & Elian Fink. (2020) Participant engagement with play research – examples and lessons learned from the Centre for Play in Education, Development and Learning. International Journal of Play 9:4, pages 365-381.
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Orit Avidov-Ungar & Eliat Ezran. (2020) The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals. Leadership and Policy in Schools 19:2, pages 190-208.
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Orit Avidov-Ungar & Ravit Konkes Ben Zion. (2019) The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development 23:3, pages 325-344.
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Selcuk Dogan, Nihal Yurtseven & Ramazan Şamil Tatık. (2019) Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education 45:2, pages 231-249.
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Louise Campbell. (2019) Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism. Educational Philosophy and Theory 51:1, pages 31-40.
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Orit Avidov-Ungar. (2018) Professional development communities: the perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education 44:5, pages 663-677.
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Vicky C. Tam, Jackie W. W. Chan, Sandy C. Li & Jacky Pow. (2018) Developing and managing school human capital for information and communication technology integration: a case study of a school-based e-learning project in Hong Kong. International Journal of Leadership in Education 21:4, pages 447-461.
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Uswatun Qoyyimah. (2018) Policy implementation within the frame of school-based curriculum: a comparison of public school and Islamic private school teachers in East Java, Indonesia. Compare: A Journal of Comparative and International Education 48:4, pages 571-589.
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Laura Gurney & Indika Liyanage. (2015) Managerialist vis-à-vis learning and development goals for EAL teachers: a case study of an in-service professional development provider. International Journal of Pedagogies and Learning 10:1, pages 38-46.
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Articles from other publishers (20)

Jeremy Koay. (2023) Self-directed professional development activities: An autoethnography. Teaching and Teacher Education 133, pages 104258.
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Fred Huijboom, Pierre van Meeuwen, Ellen Rusman & Marjan Vermeulen. (2023) Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study. Learning, Culture and Social Interaction 42, pages 100740.
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Paul Campbell. 2023. Teacher Education as an Ongoing Professional Trajectory. Teacher Education as an Ongoing Professional Trajectory 47 69 .
Irit Levy-Feldman & Michal Levi-Keren. (2022) Teachers' and Principals' Views Regarding School-Based Professional Learning Communities. International Journal of Teacher Education and Professional Development 5:1, pages 1-15.
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Kapo Wong, Siushing Man & Alan H. S. Chan. (2022) Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?. Sustainability 14:19, pages 12092.
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Zi Yan, Ming Ming Chiu & Eric Chi Keung Cheng. (2022) Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education 114, pages 103718.
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Oksana Bulvinska. (2022) TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF STAFFING AUTONOMY OF UNIVERSITIES: EUROPEAN EXPERIENCE. Educological discourse 36:1, pages 161-184.
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Nikolay V. Antonov & Olga A. Ivanova. (2021) Professional development of teachers in the context of digitalization of education: from conceptual ideas to practice. Bulletin of Nizhnevartovsk State University:4, pages 5-15.
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Fred Huijboom, Pierre Van Meeuwen, Ellen Rusman & Marjan Vermeulen. (2021) Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction 31, pages 100566.
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Free-Queen Bongiwe Zulu & Tabitha Grace Mukeredzi. (2021) A case study of two teacher learning communities in KwaZulu-Natal, South Africa. South African Journal of Education 41:3, pages 1-15.
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Godwin Mumhure, Loyiso C. Jita & Godsend T. Chimbi. (2020) SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT. Problems of Education in the 21st Century 78:5, pages 799-814.
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L. Yu. Gracheva, E. R. Bagramyan, М. N. Tsygankova, Т. Ts. Dugarova & N. N. Sheveleva. (2020) Teacher Professional Development Models and Practices in Foreign Educational Systems. The Education and science journal 22:6, pages 176-200.
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Orit Avidov-Ungar. (2019) Professional learning communities of teachers: Israeli principals’ perceptions. Journal of Educational Administration 57:6, pages 658-674.
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Li-Yi Wang. (2019) Buy-in or no buy-in? Teachers’ perceptions of a school-based teacher learning approach in Singapore. International Journal of Educational Research 95, pages 52-59.
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Emmy Vrieling-Teunter, Iwan Wopereis, Antoine van den Beemt, Maarten de Laat & Saskia Brand-Gruwel. 2019. Networked Professional Learning. Networked Professional Learning 207 222 .
Xuefeng HuangXuefeng Huang. 2018. Teacher Education in Professional Learning Communities. Teacher Education in Professional Learning Communities 121 140 .
Xuefeng HuangXuefeng Huang. 2018. Teacher Education in Professional Learning Communities. Teacher Education in Professional Learning Communities 1 29 .
Xuefeng Huang. (2017) How teachers learn and change in reciprocal learning space. Frontiers of Education in China 12:2, pages 151-179.
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M. J. Motswiri, E. Zimudzi, K. G. Garegae & A. A. Nkhwalume. 2017. Teacher Empowerment Toward Professional Development and Practices. Teacher Empowerment Toward Professional Development and Practices 281 293 .
alice w.k. chow. (2016) Teacher learning communities: the landscape of subject leadership. International Journal of Educational Management 30:2, pages 287-307.
Crossref

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