This paper investigates the concerns of teachers and the work of small class teaching (SCT) for integrated learning in Liberal Studies (LS) in the current New Senior Secondary (NSS) curriculum implemented beginning in 2009 in Hong Kong. The interconnectedness of learning in the NSS LS has been highlighted, with emphasis on linkages in learning within and beyond the subject. Relevant literature on the debate of class size reduction generally reveals the benefits of SCT. Several studies further indicate that students benefit from integrated learning in a small class setting. Other studies on group work format have recommended various approaches to integrated learning in a small class setting. Therefore, facilitating students with quality integrated learning in a small class setting for LS is crucial for its successful implementation in Hong Kong. An international study reported that the Hong Kong school system is regarded as ‘sustained improver’ and ‘good to great’ performance stage. Therefore the findings of this study in Hong Kong could provide valuable implications for school teachers, teacher educators and policy makers all over the world.
[Copyright © 2014 James Nicholas Publishers]

本研究主要以香港的六位通識教育科科主任的訪問內容，加上政府出版的通識教育科課程指引和其它相關研究，析評高中通識教育科的課程設計和決定。結果發現，通識教育科在許多方面的特徵，例如：目標、內容、教學法、組織、評估、教育知識規範、專業化形式等，均與「傳統科目」有所不同。這些特徵令師生之間的教學關係形成弱架構的特色，增加了師生的權力。師生在知識習得和傳遞方面，擁有一定程度的權力。其次，科主任作為課程的領導者，在該科的各項課程要素中，擁有一定程度的自主權，在科組的「學與教」方面繼續扮演街頭官僚的角色。
[Copyright © 2013 中華民國課程與教學學會]

Background: Embedding the concept of international mindedness' in teaching across a range of subject matter is seen as increasingly important in today's education. Understanding the situated challenges that teachers may encounter in doing this is critical to the development of effective professional development in different socio-cultural and instructional contexts.Purpose: This study examined the enactment of international mindedness in International Baccalaureate diploma programmes (IBDP) in the Hong Kong context, focusing on the subject of Chinese language teaching.Sample: Nine experienced Chinese language teachers in IBDP programmes from six International Baccalaureate schools participated in the study. The schools were selected on the basis that they had some variety in student demographic profiles and organisational structures and had been offering the IBDP programmes for several years. Participant teachers either had several years of teaching IBDP Chinese or were holding leadership roles in the Chinese department and were very familiar with IBDP Chinese teaching.Design and methods: Individual, semi-structured interviews of approximately an hour's duration were conducted with participant teachers. A thematic analysis technique was used to analyse the interview data both deductively and inductively.Findings: Analysis revealed a set of internal and external challenges that were described as arising from the characteristics of the individual teachers, the curriculum and the teaching contexts. Challenges internal to the teachers included their educational experience, pedagogical beliefs and interpretations of the concept of international mindedness in teaching. External challenges included the characteristics of the IBDP curriculum, the subject matter and schools' and parents' expectations concerning international mindedness. Teachers and schools were found to utilise various strategies in order to enhance the perceived compatibility and relevancy of international