香港政府自2009─2010學年起於300多所小學推行小班教學，一些中學也有局部推行小班提升教學質素的嘗試。要有效推行小班政策，促進教師專業發展是關鍵。同時，香港教育局大規模在進行小班教學的學校推廣學習圈課研，希望深化小班教學改革的成效。本文透過一所香港直資中學在中一數學科有效運用學習圈推行小班教學的個案，探討如何運用學習圈課研，提升教學質素，建立教師專業學習社群，有效持續發展小班教師專業，深化小班教學改革的影響。

徐教授先從較宏觀的角度就教師教育課程與培訓模式，分享他對教師教育發展的觀察。進而探討教師教育、教育制度發展和社會發展的關係。最後亦嘗試介紹教師教育的發展趨勢和創新，回應現今社會上各持份者對教師的角色和素質的不同要求。

This paper reports a study comparing the immersion pedagogy used by content-trained late English immersion teachers in Hong Kong and language-trained late English immersion teachers in Xi’an, China. The study investigates the classroom discourse of these teachers for evidence of support for their students’ content and target language learning.

It is a cliché that education reform without teachers' contribution would be futile. It is also true that in this fast changing world without change in teachers' fundamental belief and practices the outcome would also be the same. Having gone through eight years of educational reform in Hong Kong, there is a common belief that isolation strategy has disappeared. By this it means so long as one commits oneself to the business of education, a collaborative way of practices both vertically between leaders and the frontline teachers and horizontally among colleagues is deemed to be a culture within which one has to be exposed to influences from all sides. Whether such a condition is taken as a threat to or a resource for professional development depends not only on an individual’s perception and competence but also the kind of condition within which its counterparts have created. It is within this context that this paper attempts to propose a model for organizational development as a whole and teacher's professional growth in particular in light of jazz as a metaphor. The author will explain how this model sheds light on the possibility of how diversity and unity could work together in the service of nurturing excellence and creativity with ethical leadership as the foundation.

The primary aim of this paper is to describe what a professional learning community is and how Learning Study can be regarded as a platform to develop such community in schools. This paper also aims to illustrate with a Learning Study case how the knowledge produced in the Learning Study process becomes public, first within the school in which the case is conducted and then widely across schools as part of the dissemination process. A professional learning community is one where teachers relate their professional learning to the improvement of their students’ learning; take collaborative responsibility for students’ learning; and work together to maximize their learning. Learning Study, which is a form of action research premised on a conceptual framework that builds on three types of variation, is employed as the key agent in the development of such community. By focusing on these three types of variation in a specific object of learning, teachers in the professional learning communities are able to learn from their students, from other teachers and from researchers. Dissemination of the Learning Study case through public seminars to other teachers is an integral part of the participating teachers’ learning when they reflect and prepare for it. Each teacher’s personal professional development thus contributes to a collective knowledge base. This paper draws on the data of a Learning Study about the teaching of “Evaporation and Condensation of water” at Primary 3 level to illustrate how teachers’ professional learning can be enhanced through: engaging in the study that permits a professional dialogue among colleagues; enhances collaboration with tertiary institution; encourages teachers taking enquiry stance; opens opportunities for multiple means of dissemination; and opens opportunities for teachers to reflect on their own practices in a more systematic way.

This paper aims to explore management practices in school organization for sustaining teacher collective learning by using a quasi-experiment design. Secondary schools in Hong Kong are seeking ways to sustain their development in terms of teaching and learning under the 334 New Senior Secondary Reform. Enhancing teacher professional competency via collective learning is the radical key to developing the capacity of schools for coping with this change. Teacher collective learning is conceptualized as team learning of Sengeûs (1990) Learning organization model which is important for school development and individual professional development. By adopting Sengeûs (1990) five disciplines of learning organization as the theoretical framework, this research study has constructed a path model for providing school administrator practical steps to facilitate teacher collective learning effectively under the reform. 20 aided secondary schools in Hong Kong were selected by cluster sampling. 777 teachers took part in the questionnaire survey. A structural equation model was applied to identify the path model for the five disciplines of Sengeûs learning organization model. Results showed that there are predictive effects of personal mastery and system thinking on team learning, while mental model, shared vision are sequential path predictors of system thinking. A path model for predicting teacher collective learning was validated in this study. Enhancing teacher professional development, nurturing a culture of trust, communicating with professional dialogue, negotiating a shared vision and provoking system thinking are recommended to school administrators for sustaining teacher collective learning in coping with the change generated from the reform.

This paper reports on a research project that monitored four key features in an in-service teacher education course for secondary art teachers in Hong Kong. First, the content of the course was reframed to include focus on the attributes of good art teachers and standards of good art teaching. Second, the theory-into-practice model of previous courses was reframed to include a focus on understanding theory through its practical implications. Third, teachers were encouraged to use dialogue journals to reflect on how the ideas and information presented in the course confirmed or challenged their beliefs and practices. Fourth, jointly developed “standards of good practice in art teaching” were used for self and peer evaluation in the teaching practice. Data from dialogue journals and end-of-course interview as well as questionnaires suggest the value of such approaches for in-service teacher education.