Early Childhood Teacher Learning Through a Professional Development School Program in Hong Kong

Source: Journal of Early Childhood Teacher Education, Volume 32, Issue 1, 2011, pages 72-83.

In recent years, a number of colleges and universities have established partnerships for the professional development of teachers at the elementary and secondary levels.
However, there have been few partnerships within the Professional Development School Program (PDS) established in early childhood settings.

This article explores the growth and development of two kindergarten teachers after their school participated in a PDS in Hong Kong.