Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic

Benjamin Luke Moorhouse (Lead / Corresponding author), Jonathan Lee, Simon Herd

Research output: Contribution to journalArticlepeer-review

Abstract

This small-scale exploratory study explores the practices and experiences of two experienced Hong Kong Education Bureau Advisory Teachers (ATs) engaged in school-based professional support (SBPS) of teachers during school closure caused the COVID-19 pandemic. It documents the ATs usual practices, conditions for effective SBPS, the effect the pandemic had on their practices, and the specific support they provided remotely during the pandemic. Key findings indicate that effective SBPS requires clear role expectations, a collaborative support approach, building strong relationships and durability. The SBPS model is resilient and allows ATs and teachers to adjust to the evolving situation. ATs have continued to provide support throughout the school closures, something that would not have been possible without the existing SBPS model, relationship cultivated over an extended period of support and available technology. The authors recommend that Education Bureaus explore SBPS as a way to continue supporting teachers during school closures.

Original languageEnglish
Pages (from-to)5-19
Number of pages15
JournalLearning: Research and Practice
Volume7
Issue number1
Early online date24 Nov 2020
DOIs
Publication statusPublished - 2021

Keywords

  • COVID-19
  • Hong Kong Education Bureau
  • Remote school-based professional support
  • Teacher professional development

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