Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

Although teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society. Copyright © 2015 Common Ground, Liz Jackson, All Rights Reserved.

The concept of happiness has been addressed from both philosophical and psychological perspectives. Given the possible connection between happiness and well-being, the promotion of happiness in teaching and learning and the development of ＂happy schools＂ have gained increasing attention. The present exploratory empirical study is conducted in Hong Kong and investigates the teaching of happiness in a sample of pre-service and in-service teachers. Their perceptions of teaching happiness are also compared, which may have implications for teacher education and development programmes. The results reveal that whilst pre-service and in-service teachers have different perceptions of happiness, many agree on the importance of teaching happiness and the key role of teachers, positive emotions in such teaching. The findings suggest that from the perspective of life education, more attention should be given to teaching happiness through different perspectives and strategies, including the development of happy schools.人們通常從哲學和心理學的角度來理解幸福的概念。有鑑於快樂和幸福感之間可能存在的聯繫，在教學中推廣快樂與幸福感以及發展「幸福學校」越來越受到重視。本文以香港地區教師為研究對象，以香港在職及職前教師為樣本，旨在探討快樂教學的探索性實證研究。本文比較了在職教師及職前教師對教授快樂與幸福感的看法，並討論不同的看法對教師教育和教師發展計畫的制定可能產生的影響。結果顯示，雖然職前和在職教師對快樂與幸福感有不同的看法，但多數教師都同意教授快樂與幸福感的重要性，並肯定教師的正向情緒在教授快樂與幸福感中的關鍵作用。此外，從生命教育的角度來看，教育者應多加思考透過不同的視角和策略來教授幸福，亦應考慮發展「幸福學校」。 Copyright © 2020 社團法人台灣生命教育學會.

This study attempts to address the "teacher expertise gap" in L2 writing research, using "adaptive expertise" as a specific tool for understanding the notion of writing teacher expertise. Drawing upon language teacher education research and L2 writing research, and using teacher interviews and classroom observation as data sources, the study explores the expertise of three writing teachers from different schools in Hong Kong, as well as the factors that may have contributed to their expertise. The findings of the study show six key components of teacher expertise as demonstrated in the participating teachers, comprising integrated knowledge base about writing and teaching writing; student-centred pedagogy focusing on learner motivation and confidence building; professional visions, self-agency, and reflectivity; leadership in writing innovations; passion as teachers of writing and as writers; and ongoing teacher learning and progressive problem solving as pivotal to writing teacher expertise. The study suggests the rich, dynamic, and contextual nature of writing teacher expertise, which is influenced by teachers' cognitive engagements, social interactions, and affective experiences in their situated contexts. The paper concludes with implications for the teaching of writing and writing teacher education. Copyright © 2020 Elsevier Inc. All rights reserved.

Purpose: This study aims to understand of the role that teacher entrepreneurial behavior plays in developing teacher professional capital. The extant concepts around school leadership mostly encompass the transformative and instructional roles of school leaders in managing, mobilizing and supporting teachers for student achievement. However, school leadership has not focused strongly on promoting innovation and risk-taking for schools in a knowledge economy. As a timely promising response to the increasingly demanding and competitive school context, teacher entrepreneurial behaviour (TEB), which emphasizes teachers' willingness to take risks and be daring, has started to gain recognition in the school leadership literature, yet a nuanced understanding of TEB's potential impacts on schools is lacking.Design/methodology/approach: Based on a combined consideration of institutionalized recognition and expert judgement, this study identified three innovative entrepreneurial teachers/teacher groups that had won the most competitive teaching award in Hong Kong. Employing a multiple-site case study design, this study conducted semi-structured interviews with 23 informants and collected supplementary school documents and records.Findings: This study found that TEB enables the implementation of innovation and promotes cross-subject alignment. It cultivates trusting and coherent relationships among teachers. Teachers with TEB scaled up innovation among other teachers. Furthermore, entrepreneurial teachers enhance school attractiveness by creating competitive advantages.Originality/value: This analysis showed that TEB enables formal and informal school leaders to bring forth critical school outcomes. This study elaborates how TEB enhances teachers' professional capital through building trusting and coherent relationships. It also adds to the research on school innovation by demonstrating that TEB fosters teachers' capacity for bottom-up innovation in the community. Copyright © 2020

Citizenship education has been implemented in Hong Kong primary schools in the name of moral, civic and national education (MCNE). In the context of the backdrop that schools have been granted autonomy for implementation, this chapter explores teachers' perceptions of the implementation of MCNE in Hong Kong primary schools. The findings indicate that Hong Kong teachers in general hold an eclectic attitude towards MCNE. With these prevailing attitudes, MCNE was loosely defined and flexibly implemented. Although the whole-school permeation approach was considered ineffective, teachers did not support MCNE as an independent subject due to an overcrowded curriculum and assessment issues. Some teachers illustrated that the issues that arose in the implementation of MCNE were related to time and resources, the marginalization of MCNE, professional development training, and a contradiction between the teachings of schools and parents. Despite the many issues that have arisen in the implementation of MCNE, the findings suggested MCNE could be taught through history (including Chinese history) which could help strengthen students' knowledge of the world community and the country, and prepare students to live in the complex real world. Copyright © 2021 selection and editorial matter, Kerry J. Kennedy; individual chapters, the contributors.