對粵港澳大灣區體育教師教育能力的研究是踐行"立德樹人"的任務,是築牢粵港澳大灣區"南方人才高地"的基礎堡壘,是打破體育人才流通桎梏、加強粵港澳大灣區教育目標趨同性的要求,是優化體育教師職前職後培養內容、提升粵港澳體育教師實踐運用能力的要求。本文通過對粵港澳大灣區281名體育教師進行問卷調查,利用因子分析和驗證性因素分析建構出粵港澳大灣區體育教師教育能力內容結構,包括五個方面:自我成長與社會認知能力、理論積澱與創新能力、"互聯網+教學"能力、教學反思與實踐運用能力、職業基本素養能力。粵港澳大灣區老教師對自身教育能力提升熱情相較年輕教師有著明顯的"職業倦怠"特性,加快體育教師教育能力提升更應注重五大方面中對其發展影響最大的因素。結果認為:夯實體育教師職業基本素養能力,優化教師專業化發展方案是保障教師教育能力可持續的根基;打破陳舊思想桎梏,創設多元化教育情境是教學反思與實踐運用能力進階的有力推手;搭建粵港澳三地體育教師教育溝通交流平台,建成"互傳、互幫、互帶"的師資互通體系是加快教師自我成長與社會認知能力的現實路徑;加大多學科交流融合,拓寬體育教師專業理論視界是完善體育教師教育能力的重要舉措。

對粵港澳大灣區體育教師教育能力的研究是踐行"立德樹人"任務,築牢粵港澳大灣區"南方人才高地"基礎堡壘;是打破體育人才流通桎梏,加強粵港澳大灣區教育目標趨同性;是優化體育教師職前職後培養內容,提升粵港澳體育教師實踐運用能力。本文通過對粵港澳大灣區281名體育教師進行問卷調查,利用因子分析和驗證性因素分析建構出粵港澳大灣區體育教師教育能力內容結構包括五個面向:自我成長與社會認知能力、理論積澱與創新能力、"互聯網+教學"能力、教學反思與實踐運用能力、職業基本素養能力。認為:夯實體育教師職業基本素養能力、優化教師專業化發展方案是保障教師教育能力可持續的根基;打破陳舊思想桎梏,創設多元化教育情境是教學反思與實踐運用能力進階的有力推手;搭建粵港澳三地體育教師教育溝通交流平台,建成"互傳、互幫、互帶"的師資互通體系是加快教師自我成長與社會認知能力的現實路徑;加大多學科交流融合,拓寬體育教師專業理論視界是完善體育教師教育能力的重要舉措。

In this decade, assessment literacy has emerged as a significant research agenda. Yet, not much has been done to explore teacher assessment literacy in L2 writing. This study investigates what Hong Kong secondary school teachers know and think about, and how they practice classroom-based writing assessment through a questionnaire, telephone interviews, and classroom observations. The study qualitatively examines the extent to which sixty-six respondents achieved teacher assessment literacy from their perspectives, and which aspects of teacher assessment literacy needed further consolidation and why. Self-reported findings show that most respondents had pertinent assessment knowledge and positive conceptions about alternative writing assessments. Despite this, observation data indicate that some respondents had a partial understanding of assessment of learning (AoL) and assessment for learning (AfL), but not assessment as learning (AaL). In fact, when attempting AaL, the respondents could merely mimic its 'procedures' rather than internalise its 'essence'. Implications are discussed concerning how to develop teacher assessment literacy in L2 writing classrooms.
[Copyright of System is the property of Elsevier Ltd.]

This study examined the relationships between leadership practices, professional learning communities, teachers' efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals' leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers' perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children's learning. Moreover, three professional learning community components (i.e. a collective focus on children's learning, deprivatized practice and reflective dialogue) were positively associated with teachers' perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers' collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.
[Copyright of Educational Management Administration & Leadership is the property of Sage Publications Ltd.]

漢語師資培育課程設置「現代漢語」科是建基於漢語教師須具備漢語知識才能有效教授學生學習漢語的理念。筆者於2012年進行了「國際漢語教師元語言知識運用的個案研究」，分析受試者（修讀香港教育學院「國際漢語教學文學碩士課程」中「現代漢語」科的學生）在實習期間的教學實錄和反思紀錄，了解受試者能否有意識運用語言知識來教學，即探討「教師漢語元語言意識」的發展和所產生的作用。結果顯示現代漢語知識達中等水平的準教師在教學過程中運用漢語知識的意識不強。筆者因此反思漢語師資培育課程中「現代漢語」科的教學取向，於2012-2013年增加了「漢語知識在漢語教學上的運用」的小組專題報告和個人教學實習反思報告，以加強發展學生（準教師）的漢語元語言意識，提高他們運用漢語知識來加強教學成效的能力。本論文綜合分析30名學生（準教師）「現代漢語」科的學習成果，進一步探討純漢語知識學習和「教師漢語元語言意識」發展的關係，以及檢討師資培育課程中「現代漢語」科的教學策略運用。This article reflected on the traditional belief of the direct relationship between language knowledge learnt by the language teaches and their ability to teach language in the classroom. The notion of development of Teacher Metalinguistic Awareness, (hereby referred to as TMA), was discussed in the article. TMA was regarded as an important factor contributing to effective language teaching (Andrews, 1997; 1999; 2001; 2003; 2006; 2007). Assessment result of 30 students (pre-service teachers) of the Modern Chinese Course was thoroughly analyzed. The teaching strategy used in the Course was revisited based on the analysis of the assessment result. This finding would shed light on the continuous action research on the development of Teacher Metalinguistic Awareness through the teaching of Modern Chinese of a CSL Teacher Education Programme. Copyright © 2015 台灣華語文教學學會.

Universal suffrage is an essential component of Western democracy in the twenty-first century, but the role of education in supporting universal suffrage in Hong Kong is a challenge given its fractured political system and governance, societal divisions about political goals, and democratic aspirations within an authoritarian state. This study examines the views of teachers regarding the effectiveness of Hong Kong's current citizenship education in cultivating students' citizenship towards the development of a democratic society. The results revealed that current citizenship education does help students foster some characteristics of good citizenship, but doubt its efficacy towards the development of democratic principles such as universal suffrage. Hong Kong is unlike many post-colonial states and Hong Kong teachers face specific challenges in terms of democratic development. While this study focuses on Hong Kong, its results are relevant to educators in other places who face similar challenges and issues under polarised and pluralised societies. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

This article presents a qualitative study which presents professional competence development in an undergraduate initial teacher education (ITE) programme in Hong Kong. Fifteen student teachers participated in two rounds of interviews, one after the first ITE fieldwork and another after the second ITE fieldwork in a five-year Bachelor of Education Programme. The interviews placed focus on the ‘context-specific’ aspects of professional competence, namely Competence in Classroom Teaching and Competence to Work in Schools, as well as student teachers’ experiences in different aspects of the ITE fieldwork context. The findings provide important insights into re-conceptualising professional competence development with an integrated analysis which explicates the dynamic interaction between the teaching context, the school context and the student teacher’s approach to learning. Three distinctive patterns of competence development in terms of student teachers’ perceived change in the two ‘context-specific’ aspects of professional competence were identified. The insights from the integrated analysis also extend Mutton, Burn and Hagger’s (2010) study by connecting different patterns of professional competence development with the interaction between student teachers’ approaches to learning from experience and factors in the ITE fieldwork context. Enhancing and constraining conditions for professional competence development and implications for ITE stakeholders are discussed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

In the past few decades, increasing demands have been placed on developing students' autonomy and critical thinking skills. To enhance students' agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction. Practising teachers, however, lack assessment knowledge due to inadequate training during the pre-service preparation programmes. The enhancement of assessment knowledge is being urgently called for, which demands the professional development of teachers. This study seeks to investigate the impact of a professional development programme organized by a university in Hong Kong on the development of assessment knowledge of four teachers in two elementary schools. Findings indicate that the acquisition of assessment knowledge is a long-term achievement, which requires ongoing professional development efforts. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.