This research was a qualitative study of an education policy process in Hong Kong, with an aim to conduct an analysis of policy by the Education Manpower Bureau (EMB) on teachers' continuing professional development (CPO) since 2003, with reference to 'policy practice'. The inquiry helps develop an understanding of how the production and practices of the CPO policy affected teachers' perspectives of their roles in professional development. The study was conducted in three primary schools and finding revealed significant variance In both the policy-makers' and classroom teachers' understanding of policy processes surrounding the development and enactment of CPO in Hong Kong.
|Award date||11 Aug 2017|
|Publication status||Unpublished - 2017|