期刊
COGENT EDUCATION
卷 10, 期 1, 页码 -出版社
TAYLOR & FRANCIS AS
DOI: 10.1080/2331186X.2022.2163790
关键词
Continuing professional development; English language education; secondary school teachers; identity formation
This study aims to critically evaluate the factors shaping post-Covid-19 identity formation among secondary school teachers in Hong Kong through qualitative and quantitative research, to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting.
The 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.
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