We report on an action research study conducted by two mathematics teacher educators in the United Kingdom and Hong Kong. The project consisted of three phases, the first two taking place in our respective teacher education courses and a final phase in which prospective mathematics teachers from both locations engaged in dialogue through a speculative fiction task. Our aim was to explore how our prospective mathematics teachers can be supported in becoming mathematics teachers for sustainable futures by innovating our own mathematics teacher education curricula. This study suggests that generative methods which support teachers in speculating on paths to potential futures as teachers of mathematics, can provide access to how prospective teachers negotiate issues in relation to the climate crisis and ways in which they conceive of related changes in their practices. By identifying the aspects of mathematics teaching that are viewed by the prospective teachers as contingent, and through offering tasks that support an expansion of this view, teacher educators are better placed to support the development of teaching practices needed for sustainable futures. Copyright © 2022 Taylor & Francis.

Globalisation and massification are creating significant expansion in the higher education sector in Asia and forcing institutions to professionalise their teaching. Merely implementing academic development, however, does not ensure improvement in teaching quality. We report an action research project, which demonstrated that the combination of teaching development through Teaching Advantage Global, alongside professional recognition through fellowship of the Higher Education Academy, significantly improved the teaching self-efficacy of academics in China and Hong Kong SAR. The results of this research demonstrate that professional development and recognition can support and evidence sector-wide strategic change. Copyright © 2021 Routledge.

知識管理是近年教育界熱點話題之一,特別是當一所學校或機構進入新舊交替的時期,需要將校內的集體智慧、顯性及隱性知識、專業技能整合,並於一個互相信任的平台上進行分享,才能將知識承傳下去。筆者觀察的特殊學校,於 2009 年開始從教職發展的方向入手,利用行動研究進行知識分享,推行「一人一行動研究」,即是校方要求教師及專責人員,每年就著自己工作的困難, 進行行動研究。經過數年的發展,校內形成了彼此分享、彼此信任的文化,並且漸漸建立了學習社群的雛型。因此,本文嘗試探討和觀察,這所特殊學校如何在一定的「知識管理」基礎上,以「協同行動研究,建立學習社群」的計劃。Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.

Although teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society. Copyright © 2015 Common Ground, Liz Jackson, All Rights Reserved.

This paper discusses how IT changes the way of teaching and learning of music composition at school. Four music teachers in Hong Kong took part in a series of semi-structured interviews. They described how they had employed IT in teaching music composition and what types of musical products their students were able to create. It was found that the teachers were simply substituting IT for paper and pencil to notate musical pieces, and they were using a rather traditional “practice and drill” approach to teach music composition. A teaching framework, called Pedagogical Framework for Music Composition with Information Technology (PFMCIT), was thus formulated. The purpose of the framework is to promote the more effective student-centered approach in teaching music composition. It is hoped that the framework can help to improve pre-service and in-service music teachers’ knowledge and skills in the area of IT-assisted music composition education, and to establish a better technological environment for teachers to develop students’ creativity. Copyright © 2012 International Society for Music Education (ISME).

本研究以行動研究探討正向行為支持的模式對自閉症譜系學生之影響,研究對象為一位被確診為自閉症譜系的小三學生,研究者發現學生表達情緒的方法,對課堂及其本身都造成困擾。研究者利用正向行為管理策略製訂個別行為奬勵計劃,並於本年度試行。研究者透過觀察、訪談等方式來蒐集資料,並在研究過程中調整計劃的細節。研究發現:(1)正向行為管理策略有助強化學生的正面行為;(2)學生能遵守課堂規則,自我形象亦提升了;(3)研究者重新肯定「奬勵計劃」對處理具行為及情緒問題學生的功用。綜合本研究之結果,提出反思與建議,以供教師及日後相關研究參考。This action research was conducted to discuss the effectiveness of positive behavior support on a student with ASD. The subject of the research is a P.3 student with ASD. According to the observation of the student’s behaviors and how the student expressed his negative emotions, student showed a lack of intention to learn and was failed to express his emotions properly. A positive behavior support plan was set and was taken place in 2016-17. Data was collected through the record of behaviors, meetings of reflections and interviews. The research findings are as followed: (1) Positive behavior support strategies can strengthen the student’s positive behavior. (2) After detailed discussion and explanation, the student behaved well in most of the time. (3) Researcher’s reception to the token scheme was turned about, the effectiveness of token scheme was reaffirmed. Based on the result of the study, some suggestions and reflections were made for teachers and future studies.
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嚴重智障學生與一般學生一樣，都需要學習新事物及不斷成長，老師必須了解學生不同的特點及需要，設計合適的教學策略，並要不斷檢視成效，才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟，剖析學生需要及現有問題，並訂定施行方案，分享行動研究的經驗，並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
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This action research explored how Chinese physical education teachers orient their values of physical education in the secondary and primary schools in which they teach. The purpose of the research was to allow participants to master the current progress in the development of physical education in Hong Kong, to provide a platform for participants to share and learn from one anothera platform for participants to shareess in the development of good practices through an evidence-based approach. The research team was composed of frontline physical educators from various settings, i.e. primary school, secondary school, teacher education institution and community adult education in physical education. Cheng, who taught at a primary school, and Shek, from a secondary school, participated as teacher-researchers in the study. There were two cycles of intervention with each cycle consisting of planning, acting, developing and reflecting. Through the process, the two teacher-researchers were able to realize how their teaching styles could have been established according to their beliefs and intentions. The group reflection process, involving frontline physical educators from different settings, allowed the participants to clarify their self-understanding on teaching perspectives and to reinforce their values towards physical education. In discussion, a spiral model from belief to culture was proposed to conceptualize how physical education teachers can orient their values of physical education in the schools where they teach.
[Copyright of Asia Pacific Journal of Sport and Social Science is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/21640599.2016.1164942]

Developing student's creativity is one of the important pedagogical issues of the curriculum reform in Hong Kong. Poetry is an art that can be expressed in simple language it can lead the child into a world of active imagination, in which the child can express his emotions and satisfaction (G. W. F. Hegel). This presentation shows how the teachers worked together to construct a series of well planned lessons to enhance the students' capability to write a simple poem. A Learning Study is premised on a conceptual framework which is based on the Theory of Variation, and builds on three types of variation: variation in students' understanding of a specific topic (V1); variation in teachers' understanding and ways of handling the object of learning' (V2); and the use of patterns of variation' as a guiding principle of pedagogical design (V3). It also reports the findings from difference sources of data including student interviews, pre- and post-tests data, classroom videos and observations. This study is taking the children's narrative poetry as teaching object in Primary 4 by using the Learning Study approach. First, the teachers and researchers analyzed the students' "poetry" and found out the difficulties faced by the students in writing poetry. During the research lesson, the teachers provided the students with the opportunity to read and appreciate different kinds of child poetry. The teachers also used the Variation Theory as a pedagogical tool to help the students master the skills of changing a simple passage to a piece of poetry. Finally, the students created their own poetry. This study showed that students of different levels of academic achievement can use their own experience to create very interesting poetry.

Reflective practice is an essential component of pre-service teacher training programs. It facilitates the linking of theory and practice and empowers trainees to seek reasons behind their practices and their beliefs. These help novices to evolve as they witness their own teaching philosophies emerging. This research took place over 18 months and comprised 3 case studies of eight weeks with 3rd year ESOL trainees on their first intensive block practice in Hong Kong state schools. The research suggests that an online environment is an effective one in supporting and developing reflective practice during these periods. This was facilitated by asking trainees to apply an online model to scaffold reflections. These reflections were then posted and discussed by all case study members. They were also explored further using online moderator asynchronous Socratic dialogue to prompt further reflection. Findings demonstrate that a deep level of reflection is attainable in this context, albeit relatively rare, using the online medium.
[Copyright © 2012 SciRes.]