升讀副學士課程的學生當中，不少對教育工作是抱有熱誠與希望的。香港推行融合教育已有 15 年之久，平等機會委員會在其《融合教育制度下殘疾學生的平等學習機會研究》鄭重地指出準教師於大學畢業前的特殊教育需要(SEN)的培訓是香港融合教育走向成功的一個路向。本研究以問卷形式，收集了副學士在接受培訓課前並於完成培訓及實習後對支援有特殊學習需要的學生在學習、教學支援、學生行為管理、與他人合作和行政支援的看法，以作為副學士課程的學生經歷了接觸及教育有特殊學習需要的學生之後感受的對比。數據分析顯示副學士對融合生的觀感正面，完成培訓及實習後於「教學支援」和「學生行為管理」方面有顯著的正增長。他們勇於接受 SEN 的個別差異，態度正確。需要指出的是若以男性與女性的副學士作對比時，女性對培訓的增長較男性大。此外，是次研究留意到副學士學生相當有耐性，可塑性極高。因此，若她/他們欲投身教育界，副學士畢業生會是擔任教學助理 (Teaching Assistant, TA) 的合適人選。
[Copyright © 2016 特殊教育學會有限公司.]

Purpose: The purpose of this paper is to report the design and evaluation of an inter-university collaborative project entitled "Blended learning for building student-teachers' capacity to learn and teach science-related interdisciplinary subjects." The project is a response of the science education faculty of three Hong Kong tertiary institutes to the challenge of catering to the diversity of academic backgrounds among student-teachers. Design/methodology/approach: E-learning modules have been produced covering four content domains of science. These modules are designed based on the 5E learning model and are delivered to students using the learning management system provided by Moodle. The design of the modules is iterative, based on the evaluation of three consecutive rounds of trials through student surveys, and focus group interviews with students and course lecturers. Findings: The evaluation findings indicate positive outcomes for certain attributes such as conceptual understanding, eagerness and confidence in learning science, and metacognitive reflection on students' own learning. There are challenges to be met in relation to instructional design to cater for the diversity of student abilities, and enhance motivation in self-directed learning. Practical implications: The project indicates the ways to develop students' basic science knowledge in a mixed-ability setting through the design of self-directed e-learning modules blended with their major courses and possible measures to address the limitations of such design. Originality/value: The study represents a conscious effort for the science teacher education faculty of different universities to pull together to tackle a perennial teaching and learning problem. The findings provide important insights into possible ways to blend e-learning with face-to-face learning approaches to better cater to the needs of science learners with mixed abilities to prepare them for interdisciplinary teaching.
[Copyright ©

The Chinese Language, unlike the Latin alphabetic family, is an ideographic writing system, which makes learning to write in Chinese a real challenge even for native speakers. In Hong Kong, most children start learning to write Chinese Characters (Hanzi) form in kindergarten and acquire about 4,000 commonly used forms in primary school. The teachers usually adopt the only two official traditional Chinese Characters references promulgate by governments, including Lexical Lists for Chinese Learning in Hong Kong by Hong Kong Education Bureau and Teacher’s Handbook of Standard Form of Chinese Characters by Taiwan Ministry of Education. However, some frequently used Hanzi are found to be in different forms under these two standards. The usage of simplified Chinese characters from mainland China further complicates the issue. Furthermore, even though some high-frequency word forms are aligned under these two standards, prospective teachers may still make mistakes due to the complexity of Hanzi Characters form and their calligraphic variations. Writing in different form or wrong way of Hanzi form may also affect Hanzi stroke count and order. As prospective teacher is the role model of students in handwriting, it is important to find out the common mistakes made by the prospective teacher. In this study, we will investigate the potential problems to the Hanzi form handwriting of Hong Kong prospective teachers and the rationale behind the intrigues.

Aim: This paper reports a mixed methods study on the contribution of various aspects of professional learning in initial teacher education (ITE) to student teachers’ perceived professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is paid to student teachers’ non-formal learning in higher education. Content: The mixed methods study was conducted in the context of university-based ITE programme in Hong Kong. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Exploratory and confirmatory factor analyses revealed four aspects for professional learning in ITE, and three factors for professional competence. The four aspects of professional learning in ITE are, in order of subjective importance to student teachers, Learning in ITE Fieldwork, Pedagogy-related Learning Experience, Previous Experience in School and Work, and Undergraduate Learning Experience: Formal Learning and Non-formal Learning (hereafter, Undergraduate Learning Experience). The results of multiple regression analyses indicated that student teachers’ Undergraduate Learning Experience is a significant predictor of all the three factors of professional competence, namely Competence in Classroom Teaching, Pedagogical and Educational Knowledge, and Competence to Work in Schools: Working with Others and Understanding School-wide Matters. Among various aspects (formal and non-formal learning) of undergraduate learning experience, this paper pays special attention to non-formal learning. The qualitative findings show that student teachers’ repertoire of teacher knowledge expanded in non-formal learning opportunities afforded by service learning, co-curricular activities and student exchange programmes. They constructed pedagogical content knowledge (PCK), general pedagogical knowledge (GPK) and knowledge of context, mainly through their own hands-on experiences, professional dialogue with practitioners

Aim: The paper reports the findings of a study on teachers’ perception of professional development (PD) activities in the context of Hong Kong secondary schools. Drawing on the findings, the characteristics of a sustainable approach to teacher professional development are identified. Content: The study adopted a mixed method design. The study aims to identify the major types of PD activities participated, types of reflections mainly adopted, and the most effective format of PD activity as perceived by teachers. A total of 636 teachers from 16 schools participated in the survey. Further, 30 teachers from 13 schools participated in the follow-up interviews. Quantitative findings revealed significant differences in perceptions on PD activities participated, influence of PD on teachers’ teaching capacity and the effectiveness of the PD activities among teachers at different stages of professional experiences, and those with different amount of administrative responsibilities. On the one hand, novice teachers with less than seven years of experience were more frequently involved in PD activities than the more experienced group. They also considered peer collaboration as an important element in improving teaching and learning. However, experienced teachers (with more than 25 years of teaching experience) were more concerned about the development of teaching expertise. Further, findings also showed that teachers with administrative responsibilities considered all aspects of PD activities important. Qualitative findings suggested that the most frequent form of PD was one-off training workshops and seminars. However, pedagogical knowledge obtained from these workshops was perceived as too theoretical. Second, the type of PD that informed teachers’ reflection and their practice was lesson observation or appraisal activities which include lesson observation. The third type of PD was the most effective when teachers with different levels of teaching experiences form

This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education.
[Copyright © 2017 Elsevier Ltd. All rights reserved.]

This case study examines preservice teachers' integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers' pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers' pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers' pedagogy, teacher preparation, and development are also discussed.
[Copyright © 2016 The Author(s).]

Purpose: The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach: This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings: The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value: This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.
[Copyright © 2017 Emerald Publishing Limited.]

This study attempted to identify communication as a human relational 'path' through which principal leadership influenced teacher professional learning. The data was collected from a sample of 970 teachers from 32 Hong Kong primary schools. Online survey was administered, with two questionnaires to measure teacher perceptions of principal leadership and school capacity. Baron and Kenny' s (1986) four-step causal process for mediation analysis was employed and integrated with bootstrapping method. Further significance of the mediating effects of communication was tested, and the sizes for both the direct and indirect effects in the relationship were made explicit. The findings affirmed the role of communication as a mediator in the relationship between principal leadership and teacher learning.
[Copyright © 2016 Rowman & Littlefield.]

Reduced class sizes have a positive impact on pupil achievement and classroom processes. Pupils receive more individual attention and are better behaved and more on-task in small classes. In Hong Kong, small-class teaching has become a major government policy in primary schools. It is being implemented in phases, beginning in the 2009–2010 school year in Primary 1. Research shows that the benefits of a small-class environment are not automatic if teachers do not make changes to their teaching practice; hence, various types of campus-based professional development programmes have been organised for teachers to adapt their teaching in the small-class environments for the purposes of optimising the student learning. However, teachers tend to revert to their usual teaching practice soon after undertaking the relevant professional development training. School support is essential to provide encouragement for continuous improvement in order to sustain the effect of the campus-based professional development programmes. This article begins with an overview of the research on class size, then describes the implementation of small-class teaching policy in Hong Kong, compares the campus-based with school-based professional development programmes in small-class teaching, analyses the weakness of the existing school-based professional development programmes and finally argues that a self-owned model of school-based teacher development can be effective in sustaining the effect of the professional development programmes that teachers have undertaken.