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  • 1. Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong
    Document Type: Journal Articles
    Source: Teaching Education, 32(2), 193-207, 2021
    Year published: 2021
    Publisher: Taylor and Francis
  • 2. Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help?
    Document Type: Journal Articles
    Year published: 2019
    Publisher: Routledge
  • 3. Teacher learning and learning from teaching
    Document Type: Journal Articles
    Source: Teachers and Teaching: Theory and Practice, 21(1), 1-3, 2015
    Year published: 2015
    Publisher: Routledge
  • 4. Teacher stress in working with challenging students in Hong Kong
    Document Type: Journal Articles
    Source: Educational Research for Policy and Practice, 11(2), 119-139, 2012
    Year published: 2012
    Publisher: Springer Science & Business Media B.V.
  • 5. Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices
    Document Type: Journal Articles
    Source: Australasian Journal of Early Childhood, 37(3), 43-51, 2012
    Year published: 2012
    Publisher: Early Childhood Australia
  • 6. The efficacy of a constructivist approach to the training of Chinese mathematics teachers
    By: Fung, C.
    Document Type: Dissertation Theses
    Year published: 2002
  • 8. Effects of professional development on teachers' integration of ICT in teaching in Hong Kong
    Document Type: Dissertation Theses
    Year published: 2005
  • 9. Validation of a measure of personal theories about teaching and learning
    Document Type: Conference Papers
    Year published: 2001
    City published: Melbourne
    Publisher: Australian Association for Research in Education
    Conference: Australian Association for Research in Education (AARE). Conference (2001: Fremantle WA)
  • 10. Towards a pedagogy of difference
    By: Law, M.
    Document Type: Conference Papers
    Pages: 302-315
    Year published: 2005
    City published: Hong Kong
    Publisher: Philosophy of Education Society of Australasia
    Conference: Philosophy of Education Society of Australasia. Conference (2005: Hong Kong Institute of Education)

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