本研究旨在探討香港中國語文教師「自主學習」（SRL）的反思特徵，並檢視職級和教學年資對反思表現的影響。研究參與者是在職教師專業進修課程的學員，研究樣本是他們的反思報告。本研究採用質化和量化混合法—文本分析法、內容分析法及數據統計分析。結果顯示，參加者反思「自主學習」理念的更新，贊同「自主學習」理念，並聚焦於「自主學習」實踐；事實陳述和推理探索的反思表現較佳，而感情表達的反思表現稍遜；他們的反思表現受教師職級的影響，而非教學年資的影響。This study aims at identifying the characteristics of Hong Kong in-service Chinese language teachers’ reflective writing on self-regulated learning (SRL) and examine how the teaching ranks and years of teaching experience affect their reflection performance. A mixed method approach was adopted in the analysis of the written reflections. Text analysis and content analysis of the written reflection was conducted. The cross tabulations of reflective and thematic categories were calculated to investigate how the each category interacted. Results demonstrated that the participants were impressed by the theories of SRL and most of them focused on the practices of SRL. The reflections on facts and reasoning were the strengths of the participants while the reflections on feelings were their weakness. Moreover, the reflective performance was affected by teaching ranks, but not years of teaching experience. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

This study aimed to identify teachers’ perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and appropriateness of AaL implementation when on-site support was also provided, otherwise changes were not substantial. It suggests that systematic supporting measures should be provided together with PDPs to address the challenges teachers encountered in implementing AaL. Copyright © 2021 International Review of Finance Ltd.

This paper examines the diverse conceptions and global citizenship (GC) and pedagogic implications for initial teacher education in Hong Kong, an Asian 'global city'. It focuses on the empirical example of the Education University of Hong Kong, the largest provider of teacher education in Hong Kong. Recently, the Education University of Hong Kong has increased more global or transnational character of teacher education through provision of extensive international experiential learning programmes and GC-related courses. The study employed the research methods including (1) documentary research of the GC-related courses and their curriculum framework, (2) professional interviews with instructors of GC-related courses (N=12) and (3) pre-service teachers’ reflections on their learning experiences through in-depth interviews (N=27), supplemented by the survey of the Global Citizenship Scale. The research found that instructors have different objectives in teaching GC in their courses, ranging from cultivating students’ critical thinking (reflecting both positive and negative sides of globalization), to introducing the humanistic dimension of GC (such as tolerating cultural and national differences) and practising GC for progress in Hong Kong society. Students in general showed awareness about global issues and high global competence, with open minds and communication skills to engage in intercultural interaction with people from different countries. The key findings of the study align with the literature that GC encompasses multiple agendas and ideologies, thus makes GC education complex. Lastly, this paper proposes a cohesive framework that democratically captures the varied understandings, discourses and conceptions of GC. Copyright © 2020 International Conference on Learning and Teaching.

本文基於對香港教育大學音樂教師教育專業人才培養計劃的文本分析, 總結出其培養目標具有高度概括性與邏輯性; 課程設置具有課程結構合理, 課程體系全面、課程高度支撐培養目標的達成的特點。同時探討了內地音樂教師教育人才培養可從中汲取啟示, 貫徹成果導向教育、重視音樂教育實習、培養復合型音樂教育人才。

音樂教師教育是培養音樂教育人才的重要途徑, 本文以香港教育大學和湖南師範大學為例, 圍繞課程定位、課程內容、課程安排三個方面介紹了兩校的課程設置, 並分析比較了香港與內地音樂教師教育專業課程設置的異同, 以期充分借鑒香港的先進做法, 為我國內地音樂教師教育專業課程設置提供參考。

This article presents classroom discourse analysis as a tool for critical teacher education. It argues that such analysis can raise awareness of how teachers live out their ethical commitments in classroom-level interactions, but needs to be carefully situated. Drawing on the author's research conducted while teaching junior secondary students in Hong Kong, the article weaves classroom discourse analysis into a critical incident reflection focusing on ethical tensions that emerge from a class activity exploring dehumanisation. The activity used a pedagogy of discomfort in order to unsettle students' beliefs and practices, but in facilitating the activity, the teacher's ethic of care was also challenged. Copyright ©Taylor & Francis.

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.

This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies. Copyright © Taylor & Francis Ltd.