This research investigates the academic emotions of pre-service primary school teachers in Hong Kong and the influence of these emotions on professional resilience. It can inform the development of teacher education programmes that address holistic emotional competencies. Applying the community of inquiry (CoI) framework as a conceptual lens, we focused on the cognitive, social and teaching presence of seven first-year Postgraduate Diploma in Education students. Data were collected through reflective journals and interviews and subjected to thematic analysis. We adopted an interpretivist paradigm and used the CoI framework as a scaffold to identify themes related to cognitive, social and teaching presence. The qualitative analysis indicated that the participants’ practicum experiences were characterised by the complex interplay of the three forms of presence, which contributed to professional growth and resilience. They encountered cognitive challenges that elicited strong emotional responses, found strength in their social connections and received guidance from experienced teachers. This study provides valuable insights for teachers, policymakers and teacher educators who aim to enhance support systems and foster professional resilience among pre-service teachers. Copyright © 2025 Informa UK Limited, trading as Taylor & Francis Group.

While extensive research has illustrated the importance of translingual practices in multilingual education, there is limited understanding of how language teachers develop the knowledge to teach L1 and L2 simultaneously. This paper seeks to conceptualise teacher professional knowledge through narrative inquiry, focusing on Chinese language teachers in Hong Kong’s mainstream schools who teach both native Chinese and non-Chinese-speaking (NCS) students. This study explores how L1 Chinese teachers develop their professional competencies to aid L2 Chinese learning among NCS students in multilingual settings requiring multiple teaching roles. Drawing on in-depth narrative interviews with ten Chinese language teachers who instruct Chinese as both an L1 and an L2, this study identifies, systematises, and theorises the professional repertoire of translingual practice. The data reveal a multifaceted professional repertoire comprising three trans-dimensional areas of expertise: transpedagogical knowledge, translingual dispositions, and transprofessional capacities. This paper emphasises the need for a ‘translingual teacher cognition’ perspective, grounded in translanguaging scholarship, to provide a deeper insight into how teachers build their professional knowledge in schools serving diverse student groups. Copyright © 2025 Informa UK Limited, trading as Taylor & Francis Group.

Background: The associations between the characteristics of the home literacy environment (HLE) and children's language and literacy skills have been established in first languages. This study investigated the longitudinal interplay between the father–child and mother–child HLE and children's English language skills as L2. Methods: In this study, 176 second-year kindergarten children (Mean = 55.06 months, SD = 4.30; 96 boys, 54.5%) were followed into their third year and were assessed on their English vocabulary and word reading. The child's father and mother completed a questionnaire on their independent HLE with their child. Results: The cross-lagged panel analysis showed that previous father–child formal HLE predicted subsequent activity levels of mother–child and father–child informal HLE. The mother–child formal HLE positively predicted the development of English word reading. A child's prior English vocabulary was positively associated with subsequent father–child informal HLE. Conclusions: The crossover effects between the father–child and mother–child HLE emphasize that the behaviours of one parent's HLE could influence one another. Family-based interventions could consider promoting both fathers' and mothers' roles in fostering children's language learning and reading development in a positive home learning environment. The implications for the effectiveness of the HLE in supporting children's English language learning as L2 are discussed. Copyright © 2025 United Kingdom Literacy Association.

Science, technology, engineering, and mathematics (STEM) education in Hong Kong was proposed by Carrie Lam, the Chief Executive of Hong Kong in 2015 and later optimized in 2022 as science, technology, engineering, arts, and mathematics (STEAM) education. The goal of STEAM education is to cultivate students’ solid STEM knowledge to support Hong Kong’s rapid economic and technological development to meet contemporary world challenges; however, the role and educational purpose of the arts (i.e., the “A”) in STEAM education have not been stated clearly. I share three teaching examples and discuss how to integrate the arts into STEM education and cultivate students’ creativity through hands-on activities. To implement STEAM education, teachers could begin with the subjects they teach and then explore ways to integrate the other four areas to create STEAM education. Copyright © 2025 by Yichien Cooper and Alice Lai.

Early exposure to quality musical activities benefits children’s holistic development and learning. It is, therefore, crucial to ensure kindergarten teachers can provide such activities for children. In Hong Kong, the Education Bureau (EDB) designed the Kindergarten Education Curriculum Guide (Curriculum Development Council, 2017). While music is included as a subdomain in the official curriculum, with specific learning objectives and expectations for children, there is a dearth of research on the musical activity types kindergarten teachers conduct in practice. Similarly, no research has been conducted to explore the perspectives of local kindergarten stakeholders (e.g., quality assessors) on quality music education. Investigating these topics is vital to guide subsequent professional development (PD) efforts in kindergartens.This dissertation portfolio draws on Campbell and Scott-Kassner (2019)’s theoretical framework of quality music education in early childhood. The overall objective was to explore the provision and types of musical activities in Hong Kong kindergartens and stakeholders’ perspectives on quality musical practices. This dissertation comprises three empirical studies. Study 1 was a large-scale survey study with kindergarten teachers (n = 1,019), investigating the provision of musical activities in kindergartens and the potential differences in musical activities among teachers with different teaching experience. Descriptive, non-parametric, and parametric statistical analyses were performed. Study 2 was a content analysis exploring the types of musical activities mentioned in 164 Quality Review (QR) reports published by the EDB. Data was analyzed using descriptive statistical analyses, word frequency, and co-occurrence analyses. Study 3 was a content analysis of 323 QR reports, exploring the positive and negative feedback and recommendations for improvement regarding music pedagogical practices mentioned by quality assessors in the reports. Data was

This study, which investigated primary school English teachers’ cognition in English Language Teaching (ELT), was a two-year longitudinal qualitative case study with five cases. Data were collected across two years from June 2014 to June 2016 at two sites (i.e., the informants’ practicum schools and in-service schools) using different sources, including semi-structured interviews, lesson observations, post-lesson conferences and reflective journals (i.e., one retrospective text and one questionnaire) for checking the consistency and inconsistency of the informants’ claimed beliefs about ELT and their pedagogy during actual teaching practice; other artifacts collected during the lesson observation (e.g., lesson plans, learning products, etc.) were also taken into consideration.Data were gathered at three stages: (1) before the teaching practicum (2) during the teaching practicum, and (3) during the 1st year of teaching. These procedures were followed first to identify the initial beliefs, assumptions and pedagogical content knowledge the five informants held before they served in schools, and then to track the stability and changes over time from “schooling to teaching practicum” and “teaching practicum to 1st year teaching.” The analysis revealed that the five informants’ cognition, shaped by both schooling, and professional coursework would change over time when influenced by contextual factors.The perceptions the informants held about ELT were quite consistent with their fond, and negative experiences encountered during their early “schooling.” They regarded the following elements as effective: motivation, inviting learning environments, good teacher-student rapport, availability of learning resources and encouragement from knowledgeable adults, e.g., NETs, favorable teachers, etc. The following traditional teaching approaches were considered ineffective and demotivating to language learning: drilling, rote-learning, and being teacher-centred. Evidence showed that