This study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learning of crosscutting concepts and inquiry-based teaching. STEM TPD is aimed at collaborative curriculum development as an opportunity to foster active learning through co-creating curriculum materials among teachers and university facilitators. Twelve primary school teachers from various subject teaching backgrounds were interviewed. Semi-structured interviews were carried out to collect the teachers’ experiences with the STEM TPD and their views on the integration of cross-cutting concepts in designing STEM lessons. Findings of the study revealed teachers' perceived challenges during the preparation and teaching phases related to STEM instruction and lesson planning, limited resources, and other concerns embedded in broader contextual situations. While teachers reported to have received different types of support from the STEM TPD relating to the pedagogical knowledge of STEM, future directions for STEM TPD were expressed in relation to content components of STEM TPD, opportunities for authentic learning and first-hand experiences, and coherence. Finally, this chapter discusses areas that need to be resolved before a further enhancement in terms of quality and quantity of STEM lessons could be expected. Copyright © 2022 The Author(s).

Teaching has become increasingly challenging as a result of high expectations and demands placed on education systems. With an overview of the pathways to become a teacher and the teacher policy context in Hong Kong, this chapter presents the case of an undergraduate ITE programme offered by the Education University of Hong Kong. The ITE programme aims at preparing high quality ITE graduates with the key attributes of Professional Excellence, Ethical Responsibility and Innovation. The heightened expectations and demands placed on teachers in Hong Kong have been exacerbated by the enormous difficulties at the societal level since 2019. The outbreak of the COVID-pandemic and the major socio-political issues have generated unprecedented uncertainties in society at large and the education community. The chapter examines how these extraordinary circumstances place novel demands on teachers’ professional competence, and hence requiring new professional knowledge. The creation of hybrid spaces in ITE and communicative safe spaces is needed to foster the co-construction of new professional knowledge. The chapter ends by arguing that professional competence coupled with teacher buoyancy can likely enhance the potential for ITE graduates to stand tall against immense everyday challenges of beginning teaching in an era of unprecedented uncertainties. Copyright © 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers’ roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students' high-order thinking skills and achievement in interdisciplinary subjects were provided.
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This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence, namely Competence in Classroom Teaching and Competence to Work in Schools, as well as student teachers’ experiences in different aspects of the ITE fieldwork context. The findings provide important insights into re-conceptualising professional competence development with an integrated analysis which explicates the dynamic interaction between the teaching context, the school context and the student teacher’s approach to learning. Three distinctive patterns of competence development in terms of student teachers’ perceived change in the two ‘context-specific’ aspects of professional competence were identified. The insights from the integrated analysis also extend Mutton, Burn and Hagger’s (2010) study by connecting different patterns of professional competence development with the interaction between student teachers’ approaches to learning from experience and factors in the ITE fieldwork context. Enhancing and constraining conditions for professional competence development and implications for ITE stakeholders are discussed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers' engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers' engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Previous studies that have found changes in the teaching motivations of student teachers assumed that these changes resulted from the field experience, without actually examining whether this was indeed the case. The mixed method study described in this chapter sought to cross-sectionally compare the teaching motivations of first- and fourth-year student teachers in an initial teacher education (ITE) programme, and at relating their differences in teaching motivation to the ITE programme, particularly the field experience. In this study, 319 first-year and 460 fourth-year student teachers in Hong Kong completed a teaching motivations questionnaire, and 35 and 12 from each group, respectively, then volunteered to participate in follow-up interviews. Both year groups were high in intrinsic, altruistic, and extrinsic teaching motivations (adaptive motivation) and low in teaching as a fallback career (maladaptive) motivation, although the fourth-year student teachers had lower adaptive and higher maladaptive teaching motivations compared to the first-year students. Interview data from the fourth-year student teachers clearly revealed the importance of the field experience in shaping teaching motivations. While the reality of the heavy workload and gloomy job prospects as experienced in their field experience lowered the teaching motivations of some, their negativity can be partly offset if they have high perceived teaching competence. The implications for teaching education are discussed. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.

This article reports a comparative study on the reasons for pre-service student teachers becoming teachers in Hong Kong and Macau. The study adopted a mixed methods research design, with 459 and 137 student teachers completing a questionnaire on teaching motivation and 35 and 15 student teachers joining a follow-up interview in Hong Kong and Macau, respectively. The study found that student teachers in both societies share commonality in their altruistic and intrinsic motivations, i.e. a sense of vocation. The difference in student teachers’ motivation reflects the contrasting perceptions of teachers’ work and the teaching profession in connection with the different educational systemic factors in Macau and Hong Kong. Government-initiated quantitative expansion and quality enhancement in education set the backdrop of an aspiring teaching profession with promising prospects as perceived by the student teachers in Macau. In contrast, the move towards "centralized-decentralization" with a focus on excellence, competition and accountability in education at a time of teacher surplus results in a demanding profession with gloomy prospects as perceived by the Hong Kong student teachers. These differences add to our understanding of how the development trajectories of different education systems and teaching professions influence young people’s motivation to become teachers in different societies. The study also provides insights for initial teacher education and offers suggestions for the education communities of the two societies. Copyright © 2018 Education Research Institute, Seoul National University, Seoul, Korea.

This paper presents a mixed-methods study on preservice student teachers' perceived professional competence in the context of a Five-year BEd Programme in Hong Kong. Two rounds of data collection took place. 282 participated in the first survey and 346 participated in the second survey, with 15 student teachers joining semi-structured interview. The quantitative findings showed a significant increase in two competence factors, namely (1) Competence in Classroom Teaching; and (2) Pedagogical and Educational Knowledge after the second block of ITE fieldwork. The qualitative findings showed the characteristics of growing perceived professional competence and the constituting factors, like student teachers' learning from experience in the first block of ITE fieldwork, support from school teachers and feedback from university supervisors. A few student teachers reported negative change in perceived competence in challenging class settings and school contexts. Challenges and constraints encountered by these student teachers were identified to gain a deeper understanding of student teachers' experience. This study affirms the value of ITE fieldwork in contributing to growth in student teachers' professional competence. The deeper understanding of changes in student teachers' self-assessed professional competence provides insights on the relationship between professional competence and teaching contexts. This deeper understanding generates implications for ITE programmes and schools (sites of ITE fieldwork) to provide conditions to enhance student teachers' growth in professional competence. Equally important, student teachers need to be prepared to cope with challenging teaching contexts, including unfamiliar school contexts, schools / teachers with different teaching philosophies, and classes with diverse learning needs.