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Early Childhood Teacher LearningThrough a Professional DevelopmentSchool Program in Hong KongLai Ha Yuen aa Department of Early Childhood Education , Hong Kong Institute ofEducation , Hong KongPublished online: 23 Feb 2011.

To cite this article: Lai Ha Yuen (2011) Early Childhood Teacher Learning Through a ProfessionalDevelopment School Program in Hong Kong, Journal of Early Childhood Teacher Education, 32:1,72-83, DOI: 10.1080/10901027.2010.547651

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Journal of Early Childhood Teacher Education, 32:72–83, 2011Copyright © National Association of Early Childhood Teacher EducatorsISSN: 1090-1027 print / 1745-5642 onlineDOI: 10.1080/10901027.2010.547651

Early Childhood Teacher Learning Througha Professional Development School Program

in Hong Kong

LAI HA YUEN

Department of Early Childhood Education, Hong Kong Institute of Education,Hong Kong

Emphasis on continuing professional development is seen as an important aspect ofeducational reform at all levels of education. In recent years, a number of collegesand universities have established partnerships for the professional development ofteachers at the elementary and secondary levels. However, there have been few part-nerships within the Professional Development School Program (PDS) established inearly childhood settings. Thus, this paper explores the growth and development of twokindergarten teachers after their school participated in a PDS in Hong Kong.

Introduction

Policy makers, researchers, and educators have become increasingly focused on the role ofin-service professional development as part of education reform. Effective professionaldevelopment has been identified as a critical factor in improving professional practiceand student outcomes, as well as in developing school-based conditions for sustainabil-ity (Timperley, Wilson, Barrar, & Fung, 2007). The importance of introducing reformsin classroom settings introduces an implementation processes that enables participantsto adopt new practices at work and sustain them on a long-term basis (McLaughlin &Mitra, 2001). Hence, effective professional development necessarily emphasizes a focuson teacher learning.

In order for teachers to increase their knowledge and improve their skills, they need totry out new ideas that can be applied in classroom settings with the support of skilled col-leagues. Therefore, professional development does not only involve training opportunities,such as workshops or conferences, but also opportunities to receive on-site technical assis-tance and mentoring on the implementation of new instructional techniques. To ensure thatHong Kong kindergarten teachers receive this kind of training, policy makers have createddifferent types of teacher consultant positions, such as mentors and curriculum coaches, inearly education institutions.

Changes in Early Childhood Education

In 2007–2008, the Hong Kong government implemented a series of quality-enhancementinitiatives in subsidizing preschool education. Covering school year 2007–2008 and

Received 7 October 2009; accepted 8 April 2010.Address correspondence to Lai Ha Yuen, Department of Early Childhood Education, Hong

Kong Institute of Education, 10 Lo Ping, Tai Po, Hong Kong 852. E-mail: lhyuen@ied.edu.hk

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Learning Through a Professional Development School Program 73

onwards, the Pre-Primary Education Voucher Scheme was introduced to provide directsubsidies to parents, with voucher values amounting to $13,000. Voucher values weredesigned to increase progressively to $16,000 by school year 2011–2012. Subsidies includethose for school fees and teacher professional development. Apart from giving direct sup-port to parents, the program aims to continuously support preschool principals and teachersby enhancing their professional competency. Thus, schools receive large amounts of grantaid to cover provisions for school facility enhancement and professional development,including the procurement of teaching resources.

To address concerns about preschool education, the Hong Kong Institute of Educationestablished the Center for Early Childhood Research and Development in 2007. Its functionincludes the provision of professional development services pertaining to the enhance-ment of program quality of early childhood institutions in Hong Kong and the generationand integration of research that can support quality early childhood education. The schooldevelopment and support unit of the center provides school-based improvement service,through which institute consultants collaborate with practitioners in the design of context-sensitive strategies that are meant to catalyze educational reform through the empowermentof teachers and schools.

Collaborative Professional Development for Teachers

Recent literature has highlighted the emergence of teacher learning as a field of research(Kwakman, 2000) and the need to build a “theory of teacher as learner” (Marcelo,1999, p. 29). Adult learning theory (Kwakman), social learning theory (Wenger, 1998),and constructivist cognitive theory (Piaget, 1963/2001) are the main theoretical stancesused to examine teacher learning. These shed light on learning processes and ways ofunderstanding the teacher as a learner.

In recent years, researchers have conceptualized professional development as moreinclusive, encompassing all the formal and informal activities that are conducive to teacherlearning and professional growth (Fullan, 1995). Day (1999) provides a holistic view ofteachers’ continuing professional development, which emphasizes the complex, dynamic,and ongoing nature of the process:

Professional development consists of all natural learning experiences and thoseconscious and planned activities which are intended to be of direct or indi-rect benefit to the individual, group or school and which contribute, throughthese, to the quality of education in the classroom. It is the process by which,alone and with others, teachers review, renew and extend their commitment aschange agents to the moral purposes of teaching; and by which they acquireand develop critically the knowledge, skills and emotional intelligence essen-tial to good professional thinking, planning and practice with children, youngpeople and colleagues through each phase of their teaching lives. (p. 4)

Collaborative professional education refers to formal learning relationships freelyestablished and maintained by two or more practitioners for the purpose of promotingtheir professional development. Participants are considered as peers in the sense that theyhave similar professional interests and believe that they can learn something significantfrom each other. Teachers, as adults, know that they learn from their students in the educa-tional process, and they are predisposed to learn from other teachers as well. They usually

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74 L. H. Yuen

find that working with a colleague on any task motivates them to make their best effort.They also appreciate the emotional support of colleagues who have faith in their ability tobecome more fulfilled professionals.

Essentially, the PDS concept provides the framework for in-house professional devel-opment activities and collaborative approaches. Johnson, Johnson, and Smith (1998)stressed that “cooperative learning is the heart of problem-based learning” (p. 28). Afterteachers participate in professional development activities, they become more encouragedto exchange information, critically assess ideas, and identify creative solutions to the prob-lems they encounter in teaching. The PDS encourages teachers to be inventive in planningand conducting their learning activities with their class partners. Teachers start by creat-ing individual teaching journals as a means of identifying their professional developmentgoals. They are asked to prepare a plan for the learning activities that will enable themto reach their goals. Afterwards, teachers negotiate professional development relation-ships with their class partners. Finally, they assess their progress and analyze the factorsinfluencing that progress.

Professional learning opportunities for teachers must be situated in the teachers’ con-text of practice (Garet, 2001; Holland, 2005) and should focus on the relevant teachingand learning needs of both teachers and students (Timperley, Phillips, & Wiseman, 2003).These learning opportunities focus on the real world of the classroom and are integratedinto teachers’ everyday work (Timperley et al., 2003). Professional learning activitiesfocused on instructional practice enable the teachers to apply in the classroom the bestpractices they have learned (Desimone, Porter, Garet, Yoon, & Birmam, 2002) and aremost effectively sustained in the school context (Baumfield & Butterworth, 2005). Thisbroad understanding of teachers’ continuing professional development emphasizes theimportance of considering all (individual or group) learning activities, taking into accountparticipants’ personal and professional needs and motivations, and providing them withsupport and guidance throughout their careers.

Another important aspect is the consideration of personal, contextual, and politicalfactors affecting teachers’ professional development (Day, 1999). The need to supportteachers in their career-long development is widely recognized as a key considerationfor improving the quality of teaching. Hence, this study intends not only to examine thenature and processes of professional development and learning, but also to enhance schooland researchers’ understanding of teachers who face the varied and challenging tasks ofteaching.

Partnerships between universities/researchers and schools/teachers in the PDS are noteasily developed or sustained. The formation of partnerships is often difficult for a varietyof reasons. Mclntyre and Hagger (1996) identified some typical problems in their investiga-tion of six university–school teacher education partnerships in the United Kingdom (UK).The collaboration among university and school staff seems to be a factor in their success,and small teams seem more effective than large bureaucratically dominated ones. There isa need for flexibility and room for evolution in the school–university partnership, that is“a systematic ad-hocism,” which works best with small teams, and is inhibited by formalinstitutional management between school and university (Miller & Silvernail, 1994, p. 48).At issue, the essential for flexibility is at odds with the desire to scale up ostensibly suc-cessful partnerships that exist between small teams of teachers, which may best be attainedby informal arrangements. These problems do not indicate that partnerships cannot work.On the contrary, a review of such collaborations indicates that in some cases they workwell, but often they do not because they are difficult to establish, manage, and maintain(Hess, 2002; Rusell & McPherson, 2001).

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Learning Through a Professional Development School Program 75

Partnerships require the willingness of university and school staff to collaborateclosely within well-identified roles. However, interactions among people, rather thanthrough agreements with institutions, should sustain the programs and allow all partiesto fulfill their roles. Ongoing dialog among equals with different complementary expertisemust be pursued in order to develop a shared vision of teacher education and teaching. Theprinciples and practices of this model rely on participants having the flexibility to respondto current needs, as well as to exploit opportunities. Thus, it is necessary to build tight rela-tionships among teachers, schools, and universities in which all parties can see themselvesas partners in professional development and learning. This becomes even more crucial inensuring quality of professional support to both school and university as they venture intotheir future endeavors.

The PSD concept is new in the early childhood education field in Hong Kong. Hence,this paper examines how the PDS experience shapes the teachers’ teaching skills andlearning. It considers the following questions:

� What types of activities do in-service teachers want?� How do in-service teachers learn and grow?� How does the PDS affect teachers’ professional growth and development?

Research Plan and Methodology

School Context

A kindergarten joined the 2-year school improvement project in 2007–2009. It was orga-nized by a Christian church and situated in the center of Hong Kong Island near thedistrict’s most populated area. There were 12 classes serving 3- to 6-year-olds (from K1 toK3). The school enrolled 400 children in the kindergarten, with about half of them attend-ing morning classes and half attending afternoon classes. The children belong to middle-and upper middle-class families.

The school employed 18 teachers. Each class had two teachers and one teacherassistant. The staff ranged in teaching experience from 2nd-year teachers to teacherswho have been in the field for over 25 years. Sixteen teachers were graduates of theQualified Kindergarten Training Program (QKT), an in-service early childhood teacherprogram comprised of a 1-year basic course requiring about 6 hours of study per week.Approximately half of the teachers also have a Certificate of Kindergarten TeacherEducation (CE-KG), which is an in-service early childhood teacher program comprisedof a 3-year course requiring about 6 hours of study per week. The two other teachers had aCertificate Early Childhood Education (CE-ECE), which requires a preservice 3-year earlychildhood teacher training program.

Study Participants

This study aimed to identity the long-term impact of two teachers’ professional growthand development through their experiences in a PDS. The two teacher participants wereinvited because of their different backgrounds. Kate is a CE-ECE (preservice program)graduate with 2 years teaching experience. The other teacher, Lai, has QKT and CE-KG(in-service program) qualifications with 20 years teaching experience. They were voluntaryparticipants in this study, and they have different educational backgrounds, needs, andlearning preferences, which allowed us to gain a deeper understanding of the needs of

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teachers with various backgrounds. As part of their participation, they were required tocreate daily teaching journals as a means of identifying their professional developmentgoals.

The Professional Development School Partnerships (PDS)

To develop a consistently high-quality PSD, it was necessary for my institution to developcloser partnerships with schools and teachers. The PDS lasted a total of four semesters,and the success of the partnership required many hours of conversations with supportiveand helpful teachers and staff. At the initial stages, all teachers and staff agreed to sharetheir initial thoughts and experiences with the author as an institute consultant and writer.The PDS liaison also worked with the staff of the kindergarten in order to plan and carryout professional development activities. During the summer of 2007, the institute consul-tant conducted a 4-day staff seminar on the areas of preeducation curriculum, curriculumplanning and activities design, and teaching and learning, questioning, and assessment.

At that point, the 18 teachers were grouped into three subgroups according to theirgrade level of teaching. Teachers began their study process by setting a goal for theirchildren that they wanted to address through their instruction. Daily study lessons weremeticulously planned as a group. The actual product of this collaborative planning was awritten lesson plan describing the design of the lesson in detail. After the lesson, teachersfrom the same group met again to share their teaching experiences. In some cases, teach-ers chose to revise and reteach the lessons. Thus, they created a modified version of thelesson plan that reflected all the changes made based on group discussions and classroomexperiences. Normally, each group met once every 2 weeks to plan and review their les-son plans. And the three groups met together every semester, which gave the teachers anopportunity to compare and connect their learning with lessons conducted by teachers inthe other groups.

The PDS structure provided ample time for the institute consultant and teachers todiscuss what the participants want to learn, to clarify things, and to determine barriers thatthey anticipated in the application of learned practices in their respective workplaces. Inother words, both parties had frequent opportunities for interaction to clarify the use ofmaterials, ask relevant questions, and discuss and apply teaching practices. This profes-sional exchange was used to help determine the direction and emphasis of staff trainingand activities. Meanwhile, the institute consultant regularly conducted classroom obser-vations and provided on-site guidance for teachers. Each teacher was observed twice peracademic year. Thus, the institute consultant played the roles of observer, facilitator, andresearcher.

Data Collection and Analysis

A qualitative research paradigm was adopted, and the basic data collection strategies forthe study included participant observation, semistructured interviews, and reflective jour-nals. Triangulation of different data sources and different perspectives was used as a meansof enhancing internal validity and safeguarding against bias (Yin, 1994). The institute con-sultant developed three interviews for each participant teacher for each academic year.Overall, the interviews focused on the teachers’ perceptions of the PDS. The teachers wereasked particularly about the different, unique, and helpful ideas they had come in con-tact with as part of their PDS experience and how their participation had influenced their

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professional development, their line of thinking, and their careers over time. All interviewswere recorded, transcribed, and analyzed thematically and inductively.

An analysis of all data followed the simultaneous analysis method outlined byMerriam (1988). This process of constant comparison involving simultaneous analysis ofall data sources is similar to data analysis protocols suggested by Glesne and Peshkin(1992). In this method, researchers develop an inductive stance to data analysis whereinthey refine and reformulate categories to fit the data drawn from the participants ratherthan select data to match predetermined categories.

Findings

Teachers’ Expectations of the PDS

Consistent with all the other teachers, two teacher participants considered engaging inlesson planning to be a beneficial activity. Lai emphasized that she wanted to learn practicalstrategies and get activity ideas that she could use in her planning, while Kate was moreconcerned about developing her skills in selecting essential content and in implementing iteffectively. The following statements illustrate their concerns:

Lai: Actually, I did not want to change the things that I have been doing formany years. Anyway, it would be better if someone could give me some prac-tical strategies and activity ideas to enrich my lesson plan. (Teacher Interviewon 11/10/2007)

Kate: In my experience, lesson study is the most important thing for me toimprove my teaching skills. The challenge for me is how to plan and pre-pare the necessary lessons that would bring the best possible results. I wouldgive more attention to practice and teaching, and the connection of theoryand practice. Special emphasis should be given on lesson planning and itsimplementation in the classroom. (Teacher Interview on 12/10/2007)

In addition, at the first teacher meeting, Kate expressed that she was struggling withclassroom management. She stated,

I feel I need to maintain control of the classroom in order to maximize chil-dren learning, thus I controlled what was to be learned, and the structure ofthe lessons. However, I also want my children having motivation to learn andactively involve in the lesson. I hope the PDS help me to learn the skills ofeffective classroom management and also trust my children. (Teacher Meetingon 23/7/2007)

Impact on Professional Collaboration

The data from this study revealed that teachers experienced professional developmentthrough PDS collaborations. Profession collaboration could be of benefit in three ways.First, this project provided the opportunity for all teachers to learn with and from eachother. Since teachers recognize the importance of the sharing that characterizes a PDSapproach, they can be grouped to work together in order to achieve school goals andindividual skill building.

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Lai: We can all discuss together, work together, and perhaps help another col-league solve her problems. We actively share our goals and best practices inthe classroom. It is a good means of evaluating what you have been doing,and be able to suggest as well a better way of doing things. When you askfor advice, you also hear what other people are doing. (Teacher Interview on19/2/2008)

Kate: I like school-based training better than attending on-off teacher train-ing conferences. The PDS works in our own group as it enables us to focuson both teaching and school needs. It also gave us the opportunity to acquireand apply the knowledge and skills we obtained. Our discussions were morefocused on what we are actually doing in the classroom. I like the “strate-gies sessions,” which gave me new ideas and teaching strategies, as wellas a different way to look at teaching strategies and cultures in the class-room. The discussions addressed different teaching approaches that reallymade me think. I believe that I really grow professionally every time I amchallenged to look at something differently. I love to be involved in any ofthe activities that boost our sense of professionalism. (Teacher Interview on20/2/2008)

Second, the PDS changed working relationships among teachers. In particular, teach-ers reported that they benefited from working within a supportive learning communitywhere learning alternatives and pedagogical strategies related to a particular grade level orcontent area was introduced.

Lai: The curriculum planning session enables me to interact with peers whoshare common interests and difficulties with me. It has helped me understandlearner-centered teaching in ways not possible by using only textbooks. Wecan learn so much from our peers and we can also teach them a lot as well. Itwas a great experience to share what best works with me and get some newideas to try. (Teacher Interview on 18/6/2008)

Kate: We brainstormed and threw out ideas to each other that would improveour teaching techniques. In the past, teachers would always work alone,without sharing their problems with peers. In this project, I discovered thatproblems were easier to solve when discussed with our colleagues. Dialoguesare important as teachers collaborate in solving problems and exchange ideasand solutions. (Teacher Interview on 17/6/2008)

Last week’s training workshop gave me a great opportunity to explore newactivities, different resources, and collaborate with other teachers. I performedone of the activities today in the classroom. The children got motivated andloved it. I also got positive comments from the consultant and peers after aclassroom observation. The consultant gave her viewpoints and feedback basedon my strengths and weaknesses. It helped me grow and find direction forimprovement. I like to listen to others’ viewpoints too, as I learn a lot fromother people’s ideas. (Kate’s Reflective Journal on 10/2/2009)

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Learning Through a Professional Development School Program 79

Finally, teachers identified specific conditions that promoted learning in the work-place: (a) building an environment of trust; and (b) developing a model of supervisionconsistent with professional learning and collaboration.

Lai: I have never shared my lesson plan with my colleagues as I feltvery uncomfortable doing it; but as mutual observation and reflection pro-gressed, the genuine sharing experience among our colleagues really changedme. Mutual respect enhanced our self-esteem and lessened the feelings ofinsecurity. I also benefited from classroom observation. The consultant andcolleagues’ viewpoints gave me some ideas to consider. (Teacher Interview on24/6/2009)

Kate: Once I talked with you (the institute consultant), you reminded me tolearn to give up the control and work along side of the children in order toguide them. One thing that I learned was to slow down and accept that thingsdid not have to happen within a specific timeframe. It was hard for me to relaxwith the lesson and follow the children’s lead. I found out that it was okay tocome back to something and not finish it before going on. I really learned totrust and hone my reflection skills. . . . This process supported and monitoredmy professional growth and helped me reflect on my professional identity,values, and personal theories. (Teacher Interview on 24/6/2009)

Impact on Professional Learning

Data revealed that the PDS had a notable positive impact on professional learning thatcould be grouped into four categories. The first benefit was that it strengthened teachers’confidence in curriculum planning and pedagogical knowledge. Both teachers developedconfidence in their abilities to design and deliver meaningful learning experiences thatextended their curriculum.

Lai: At the start of the project, I thought that I would not benefit much sinceI had already encountered similar ideas in teacher training programs. I wasalready confident in my teaching, but I was surprised that the project was inline with our needs, and concerned with what we have always wanted to learn.I have indeed learned the things that I wanted to learn. I enjoyed focusing onteaching techniques and strategies that are related to classroom teaching. Ourdiscussions and sharing sessions are an exchange of a wealth of ideas, practicalinformation, and strategies that could be applied in our classrooms. (TeacherMeeting on 28/3/2009)

Kate: This project gave me a great opportunity to explore new activities anddifferent resources, and to collaborate with other teachers. I felt safe to takerisks, share opinions, and reflect on pedagogical practices. Now, I have con-fidence in my abilities to design and deliver meaningful learning experiencesthat extend our curriculum. (Teacher Interview on 24/6/2009)

The institute consultant also found that Kate has continued to develop her teachingskills. An extract from field notes of a lesson observation illustrates this:

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Kate has been able to watch the children’s development and their learning,assessed it and decided where she needs to go with them next. She used flex-ible grouping, differentiated instruction, and various learning centers to meetthe children’s needs. In today’s science lesson, the activities were open-endedenough so the children had opportunity to work at their levels successfully.(Classroom Observation on 17/4/2008)

Second, teachers agreed that the PDS and the institute consultant helped them seethemselves more clearly and reflect more carefully on what they are doing. The two teacherparticipants had positive feelings about the school–university partnership, and they valuedthat they had grown through dialogues with the institute consultant.

Lai: At the very beginning of the PDS, I thought I did not need your(the institute consultant’s) assistance, but now I understand more about mywork. I appreciate this program, particularly teachers’ current performances. Ilearned to respect my peers’ abilities and built my own based on the knowl-edge that I have gained. Besides, it is useful to hear comments from theexperts. I have learned that I am doing some great things without realizingthat I was already doing such things. The institute consultant’s commentsmade me feel really good about myself and my job. (Teacher Interview on24/6/2009)

Kate: I felt lost. I used all my energy in surviving classroom challenges. ThePDS and your comments have helped me create and articulate my basic phi-losophy and core beliefs about early education and care. With the trustingrelationship we had, I was able to share my ideas, doubts, and hopes for myclassroom, and have the confidence to take risks and explore new ideas andpractices. (Teacher Interview on 24/6/2009)

Third, the PDS provided teachers with ongoing learning opportunities. Lai felt thatlearning is a never-ending process. It also served as a starting point wherein she couldfurther explore and improve herself. Similarly, Kate noted that the PDS enabled her toapply the knowledge she gained in actual practice.

The project changed my thought. I still have lots of learning to apply in theclassroom. As a teacher, you have to keep on learning because teaching is ajob that requires continuous learning. I need to improve on many things. It isan ongoing and never-ending process. (Lai’s Reflective Journal on 26/6/2009)

I think I am learning and improving as I acquire more experiences within thesetwo years. I am getting better as time goes by, but I know that I still need manyyears of practice in order to learn and develop as a teacher. (Kate’s ReflectiveJournal on 8/7/2009)

Fourth, this professional development effort has resulted in a significant change interms of how teachers view themselves and their roles. When the partnership started, theteachers perceived the liaisons as the “experts” who would help them grow more profes-sionally. Over time, the teachers were no longer passive recipients, waiting for someoneelse to determine what they “needed” to know and how they would learn it. They were

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now actively involved in reflecting on their teaching styles, asking questions about bestpractices, and sharing what they learned from each other. Teachers wrote in their reflectivejournals:

Lai: During the first year, much of the training was conducted by the instituteconsultant. In the second year, the teachers played a much greater role in plan-ning and conducting professional development activities. I really did not seemyself enough as an expert who was able to present my ideas to my peers, butwith the opportunity given, it made me see my ideas and opinions as valuableenough to be shared. (Reflective Journal on 22/4/2009)

Kate: While presenting my teaching experiences to my peers, I was thinkingabout the link between the things that I have learned through the PDS and thetopic I chose to present. Today, the presentation was a huge step forward interms of my professional development. It has given me opportunities to prac-tice my pedagogy and get useful comments from others. (Reflective Journal on13/5/2009)

Discussion

The two teacher participants came to the PDS experience with different training back-grounds and working experiences. They had different expectations and levels of readinessat the onset of the project. As the project progressed, they both valued the PDS and believedthat they have achieved professional growth and development. They praised the PDS forbeing able to establish a supportive learning community that encouraged collegial learningand sharing. The PDS provided an opportunity for joint planning and ongoing opportunitiesfor observation and feedback in a safe environment. The study demonstrated that devel-oping learning communities, particularly where the challenges of traditional classroomstructures of teacher isolation are involved, can improve chances for creating a culture ofcollaboration.

Given the current pressure for educational reform, mentoring can be an effective wayto train teachers to adopt new practices (Weaver, 2004). Change does not take place sponta-neously in the face of externally imposed expectations or mandates or solely from one-timetraining sessions or in-service courses (Barth, 2001). This study shows that professionaldevelopment practices associated with the PDS model, which provide one-to-one guid-ance and ongoing on-site support, can be effective because they acknowledge that learningdepends on collegiality among teachers. This project encouraged teachers to improve theirteaching through joint planning, study groups, and peer coaching, resulting in the teachershaving access to the latest updates on teaching and learning. It also enabled teachers totalk about actual practice, observe others’ practices, and work together to plan, design, andevaluate curriculum, and to teach each other what they know about teaching and learning.Most importantly, the project provided a suitable ground to better understand teachers’ con-cerns and to make them feel comfortable in sharing their fears and problems. Through thiscaring, supportive relationship, teachers were able to improve their attitudes towards teach-ing as a profession. When teachers’ perspectives and concerns are acknowledged, changecan more easily take place. Cummin (2004) argues that excellent professional develop-ment programs are the result of personal, ongoing relationships brought about by effectivementoring approaches.

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While the Hong Kong early childhood education community continues to face chal-lenges pertaining to teacher quality, investing in the PDS is a great opportunity to makea difference in teacher practice. This study provides a valuable data set for the conductof further studies on professional development programs and school-based improvementprojects. Future studies may focus on teachers in different schools with different back-grounds. Continued follow-up would provide additional information about the persistenceof the changes reported here. Future research should aim to strengthen our understanding ofhow best to provide ongoing training to early childhood educators that makes a differencefor them, their employers, and the children they serve.

Implications and Conclusions

The above findings point to the need for content relevance as well as situated, work-embedded, and contextualized learning opportunities that allow teachers to share teachingexperiences with others, reflect on practices, test new programs, and implement projects(Walsh & Gamage 2003). Applying the following generalizations can support the cre-ation of high-quality learning experiences and the professional development of individualteachers in meaningful ways.

1. Teachers’ professional communities are important sites for learning and can be consid-ered as powerful microcultures. This project provided time and support for professionaldevelopment and a safe environment in which teachers could share ideas and experi-ences related to a particular innovation. It is important to foster an attitude of continuousimprovement, especially for the most experienced teachers. Teachers need to be sup-ported and yet challenged as they examine their philosophies and assumptions in theprocess of empowering themselves to take ownership in their learning.

2. PDS facilitators need to be mindful of the complexities of moving learners from ateacher-centered classroom to a learner-centered classroom. Bringing theory to lifetakes time. It is important to strategically implement a process that systematically solic-its feedback about teachers’ learning experiences and adjust future experiences basedon that feedback.

3. PDS facilitators should carefully plan and design curriculum interventions that clearlysupport program goals. In this case, teachers were empowered to take ownership oftheir development and have a voice in the curriculum based on their developmentalneeds. Everyone in the project had a clear stake in the success of the PDS and their ownlearning as professional early childhood educators.

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