During the turbulent 2018–19 school year, we researched Hong Kong teachers’ perceptions regarding the design and implementation of National Education in schools for students aged 12–17. We seek to make a contribution to understandings of aspects of the cultural, political and social dimensions and contexts relevant to teacher education. 41 civic and/or national education teachers were interviewed about their educational aims, content, teaching methods and assessment approaches. Teachers believe National Education should deliver and assess knowledge of China and nurture students’ identification with the nation through teaching Chinese culture and history via a balanced pedagogical approach and experiential learning. They discuss the relationship between Hong Kong and China, and conclude that teaching about the Chinese government is unavoidable. This indicates that in addition to teachers’ long established cultural, civic and cosmopolitan forms of nationalism, they are now using national unity and economy-induced nationalism to frame their professional work. These findings are significant because they indicate teachers’ fundamental and educational characterisations of National Education at this crucial juncture of Hong Kong; highlight the issues that should be considered for any programmeof initial or in-service teacher education; and, ultimately, indicate the nature of what may possibly be implemented in schools. Copyright © 2021 Australian Teacher Education Association.

Purpose - This study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approach - This study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.Findings - Eleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/value - This paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world. Copyright © 2021 Emerald Publishing Limited.

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.

The Education Bureau (EDB) of Hong Kong has published an official document related to computational thinking (CT) and coding education in 2020, named as the “Computational Thinking - Coding Education: Supplement to the Primary Curriculum”, to facilitate teaching and learning of computational thinking and coding education in local senior primary schools. At the same time, the Curriculum Development Council (CDC) of Hong Kong has also encouraged and recommended schools to promote a school-based CT education, to meet the needs of 21st century learners. To examine the effect that integrating computational thinking into mathematics education in senior primary education, a 3-year research will be conducted from January, 2021 to December, 2023, to demonstrate the importance of the concepts of integrated teaching which may change teachers’ views from teaching computational thinking to programming independently, to considering teaching computational thinking as applicable to any other fields, especially in mathematics education. In addition, the study aims at helping computational thinking educator to understand what computational thinking is, how to teach computational thinking in mathematics education as an integrated subject, and to develop computational thinking educator the essential skills and pedagogical knowledge in teaching computational thinking activities. Copyright © 2021 Global Chinese Conference on Computers in Education.

隨著世界“漢語熱”和漢語的國際推廣，對外漢語教學各方面取得顯著進步，但漢字教學整體方面還相對薄弱。筆者認為，這與漢字的性質有關。對外漢語的漢字教學，可以從解決漢字與拼音文字的性質差異著手，針對不同程度的學生，設計相對應的教學活動和遊戲，可以幫助提高學生漢字學習的興趣和提升學習動機。漢語漢字是世界三大古典文字之一，屬於獨立形成的文字體系，即兼用意符和聲符的文字。這對於單純使用音符的拼音文字為母語的學生而言，具有很大的學習難度。漢語作為第二語言的教學和學習，既包括了口頭語的教與學，也包括了書面語的教與學。漢語書面語的教與學，自然離不開語言的書寫系統，也就是漢字教學。因此，漢字教學在對外漢語教學中佔據重要地位，同時一直被認為是漢語國際教學中的難點，學生學習的動機不強，學習興趣也不高。本研究以香港及深圳共三所不同背景的國際學校為對象，根據不同中文程度的學生，設計相對應的漢字學習遊戲，讓學生在遊戲中學習，通過參與遊戲的學生進行投票，統計分析學生最感興趣的漢字學習遊戲，並且結合國際學校教師的訪談和反饋，得出提高學習動機的漢字識字教學方法。希望能夠通過本研究，為國際學校漢語教師提供針對不同學習背景及不同中文程度的學生，學習漢字的有效途徑和方法，提升實際教學中，學生學習漢字的興趣和動機。 Copyright © 2019 國際漢語教學研討會.

閱讀是一種重要的語言技能，幼兒從小透過閱讀，將來就能學會寫作、認識詞彙、學習語法和句式，並能朗讀詩歌。早期的閱讀能為幼兒以後的學習活動打下良好的基礎，但幼兒因受限於本身識字與生活經驗，所以圖畫故事書就是最好的媒介引發幼兒閱讀的興趣，使他們從有趣的圖畫故事書中認識不同的詞彙、各種語法和句式技能，培養他們的閱讀理解能力有更好的基礎。本研究旨在探討香港一所幼稚園以「交互教學法」的策略來說故事，提升幼兒的閱讀理解能力。是次研究，共 32 位 5 至 6 歲幼稚園高班的幼兒參與，隨機將幼兒分為實驗組及控制組，分前測、實驗教學及後測三個階段進行，再就所得資料做質性和量化的分析，對幼兒在「交互教學策略」的閱讀能力表現作評估、討論和分析。結果顯示，經過「交互教學法」的閱讀策略說故事後，實驗組閱讀理解能力比控制組為佳。根據實驗教學的結果，找出如何以圖書故事為教材並運用交互教學策略進行活動，來幫助香港幼稚園教師實踐交互教學以提升幼兒的閱讀能力。 Copyright © 2019 國際漢語教學研討會.