Innovative Teacher Professional Development to Support the Quest for Equitable Educational Opportunity in Public Education

• In Event: Preparing and Supporting Teachers Working With Specific Diverse Populations

Abstract

Globalization’s impact is evidenced in the dramatic growth of linguistically diverse pupils (LDP) in public schools who face great obstacles in acquiring the Chinese language. Their teachers also lack the self-efficacy to teach Chinese as a second language. An innovative 4-step cyclic professional development model, have been introduced to equip 70 teachers to improve the Chinese learning of these children. Involving in Professional Development Talks, Reflection and Workshop, Observing & Coaching, and Sharing the Practice, these participants showed an increase in their Culturally Responsive Teaching Self-Efficacy (t = 3.215, p<.01). Network Analysis on teachers’ dissemination revealed that they were able to connect theory and practice. This model shed light on equitable educational opportunity for LDP in public education.

Authors

• Wai Ming Cheung, The University of Hong Kong

• Yanli Huang, University of Hong Kong

• Stephanie W. Y. Chan, The University of Hong Kong

• Wing Yee WONG, The University of Hong Kong