Kindergarten teachers in Hong Kong have been criticized for not incorporating the child-centered approach into their practice. This failure is often justified by the pressure of external constraints such as the demands of the academic curriculum, parents expectation of success and the emphasis on discipline within the Chinese culture. This book is to explore the extent to which such constraints were affected by the stage of a teachers professional development. Nine case studies were carried out. The data suggested that the professional development of teachers was limited by their...