There is a global trend in the increased adoption of e-assessment in school classrooms to enhance learning. Teachers, as classroom-based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom-based e-assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e-assessment practices underpinned by the theory of planned behaviour (TPB). A large-scale survey was issued to 878 teachers via Qualtrics. Structural equation modelling (SEM) analysis shows that primary school teachers' intentions of using e-assessment and perceived behavioural control of it were the two strongest factors predicting their e-assessment practices in a general way. Specifically, teachers' intentions outweighed perceived behavioural control in determining their use of alternative e-assessment tasks and e-feedback, but this reversed for e-tests/exercises. The impact of perceived behavioural control was consistent across the three types of e-assessment practices. Furthermore, teachers' attitudes significantly influenced their intentions to use alternative e-assessment tasks, while subject norms primarily predicted their intentions to use e-feedback. The findings have implications for primary schools to take countermeasures to facilitate the successful implementation of e-assessment at the classroom level.Practitioner notesWhat is already known about this topic E-assessment has the potential to influence learning. E-assessment has often been used in a controlled environment with a relatively small sample size. The past 3 years have seen a surge in discussions and research around using e-assessment in classroom settings, mostly in higher education. What this paper adds Primary school teachers used more e-tests or exercises than alternative e-assessment tasks and e-feedback in their daily teaching. Teachers' intentions

Few studies have explored primary school teachers’ classroom-based online assessment practices and underlying reasons. To fill this research gap, this study interviewed 48 Hong Kong primary school teachers to understand their online assessment practices and influencing factors when they were obliged to use it in their daily instruction under the influence of the COVID-19 pandemic. The findings revealed that the participants tended to use online tests/exercises for formative purposes instead of summative purposes. In addition, they tried online alternative assessment tasks, such as video or audio recordings, peer assessment and projects, and gave online feedback to students but less frequently than online tests/exercises. The school examination culture and the participants’ perceived limited control over online test fairness may have restricted their summative use of online tests/exercises. Meanwhile, the participants’ perceived positive usage norms, along with their favourable attitudes towards and confidence in using online tests/exercises probably enhanced their formative use of them. In addition, the participants’ perceived neutral usage norms and limited external control of online alternative assessment tasks and feedback seemed to impede their use of them in classrooms. Copyright © 2024 The Author(s).

Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: "changing education policy of the government"; "being observed by colleague, student teachers, college tutors, inspectors or parents";"too much subject matter to teach"; "inclusive education"; and "additional administrative work". An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents' individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers' stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.
[Copyright of International Journal of Music Education is the property of Sage Publications Ltd..]

Environmental education has been widely promoted in Hong Kong schools since the 1990s. Teachers have a crucial role in educating students to be well-informed, environmentally aware and responsible green citizens. The environmental literacy and tendencies of teachers are seen as having far-reaching influences on the development of environmental education in Hong Kong. This paper aims to elucidate teachers' competence in implementing environmental education in schools through their narrative dialogues regarding their engagement in classroom practice and thinking about environmental education. The teachers were selected from a pool of teacher respondents categorised according to their scores for environmental knowledge, attitude and behaviour in a territory-wide survey of Hong Kong primary school teachers. Follow-up interviews with three teachers of varying levels were conducted to explicate their personal stories, focusing on how the teachers' knowledge-attitude-behaviour associations influence their implementation of environmental education in schools. The teachers' experiences and perspectives behind their stories provide crucial, specific baseline information, informing the development of more relevant teacher education programs in environmental education, and subsequently, enhancing environmental education in schools.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382046.2014.967111]

Despite the common belief that information and communication technology (ICT) has the potential to support certain fundamental changes in learning, few have examined ICT implementation conceptually within a wider context of educational change. Methodologically, researchers are by and large limited to building simple models that accommodate only a single dependence relationship among variables. Framing ICT implementation as a process of interactions among pedagogical and organisational factors in bringing about changes in student learning, this article used data collected from 1076 teachers in 130 primary and secondary government schools in Hong Kong to construct a structural equation model (SEM), from which the authors are able to examine multiple interrelated dependence relationships in a single model. Results indicated that from teacher perspectives, the collegial capacity of ICT implementation strategies played a central and mediating role in effecting changes in student learning, of moving away from a teacher-centred approach to one that is more student-centred. Specifically, ICT brought about these changes in the context of establishing collegiality in fostering pedagogical innovations in schools. Implications for both researchers and practitioners are discussed.
[Copyright of Australasian Journal of Educational Technology is the property of ASCILITE. Full article may be available at the publisher’s website:
http://www.ascilite.org.au/ajet/]

This study explores the use of video reflective narratives. It reports on data derived from 28 in-service primary school teachers undertaking professional development to support small class (n = 25) teaching in Hong Kong. The findings serve to highlight that such professional development is fraught with confounds, for professional development works at the level of the individual, and is complex and interactive. Analysis of data derived from video reflective narratives suggests that such phenomenon may be explained by reference to a professional developmental learning model. Findings suggest that such interactions are predictable and accordingly, the effects of specific professional development programs can be monitored.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.730713]

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine the learning and teaching experiences at the heart of the Programme. These reflections focus on how Process Drama can enhance second language acquisition by accommodating more affective factors in learning, by stressing creativity and by shifting the didactic discourse in the classroom to one that is more authentic and less threatening and which encourages increased amounts of student talk. The authors describe how, based on the focus group interview data, a piece of Verbatim Theatre was created and used as a stimulus to elicit deeper reflective responses to the Programme. They also reflect upon the level of understanding of Process Drama's complex pedagogy and artistry demonstrated by those teachers new to it and consider what further research might help the long-term implementation of drama in Hong Kong classrooms.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13569783.2011.617099]