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Building a model to define the concept of teacher success in Hong Kong
ARTICLE

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TATE Volume 24, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention of teacher educators/trainers and school administrators to the necessity of viewing the concept of teacher success from a broader perspective, instead of focusing narrowly on the professional qualities of a teacher. It also provides insights for school administrators in selecting teachers or supporting their work.

Citation

Elizabeth, C.L.m., May, C.M.h. & Chee, P.K. (2008). Building a model to define the concept of teacher success in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 623-634. Elsevier Ltd. Retrieved March 30, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2007.09.007

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