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Induction of Teachers into the School System of LTFC on EdBlog of HKedCity by Advisory Committee on Teacher Education and Qualifications, EDB.
Due emphasis is put on teachers’ professional development. In addition to encouraging teachers to attend training courses outside school, on-going school-based staff support and training programmes such as teaching mentoring and action learning, etc are organized. Teachers’ Mentoring Circle and Form-Class Pastoral Care Supportive Network are formed side by side to encourage team work, mutual support and experience sharing among staff, to strengthen interpersonal relationships and to build up strong morale, thus uplifting professional growth of the staff.
Sharing of Teaching Practices from LTFC Recipient of the Chief Executive's Award for Teaching Excellence in Chinese Language
本校中文科湛婉媚老師應教育局行政長官卓越教學獎秘書處邀請作公開課於四月廿十七日(星期二)上午十時至中午十二時，本校中文科湛婉媚老師應教育局邀請，在本校一樓106室舉行『中文科示範課及觀課分享會』。
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| • From Mentoring Circle to Learning Circle |
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Mentoring Circle
Goals:
(i) Team development and relationship training - fostering a sense of collaboration and cultivating a harmonious relationship among staff to work towards a common goal;
(ii) Pastoral care - equipping teachers with adequate training in pastoral care;
(iii) General understanding of the educational scene - broadening teachers' scope of knowledge in the field of education beyond the confines of their own work situations.
Strategies:
(i) Seminar and Workshop on Building Class Spirit and Integrity on September 8, 2006 by Dr. Esther Ho, Chairlady of the Association for Career Masters and Guidance Masters.
(ii) Building a learners' community. Reflective pedagogy is developed in the course of context, experience, action, reflection and evaluation (5 essential ways). To actualize a reflective pedagogy, reading, reflection and sharing fit well into the Form-Class Pastoral Care Groups which serve to tighten the bond and solidarity of Form-Class organization.
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