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。

It is well recognized by the early childhood educationists that preschool education is important in enhancing the development of the young children as the foundation for future development and education. The human right for education has also been clearly stated in Article 26 of the Universal Declaration Education that education should be free of charge, at least in the elementary and fundamental stages (United Nations, 1948). Unfortunately, free preschool education is not experienced worldwide, and Hong Kong is one of the places that does not provide free education for children below six. In response to the call from the field and parents, the Government has eventually introduced the Pre-primary Education Voucher Scheme in 2007 to subsidize the school fees for children who attend non-profit making preschools. In the policy address of 2013, the Government stated that a committee has been setting up to examine the feasibility of free kindergarten education in Hong Kong. This announcement has aroused a lot of discussion on the possibility of implementing 15-year free education in Hong Kong. This study aims to investigate preschool teachers' views on free early childhood education in Hong Kong, and the feasibility of implementing free early childhood education in Hong Kong. The researcher interviewed 16 preschool teachers from different school districts. The results indicated that 100% of the principals supported to implement free early childhood education, and some related issues were explored: feasibility of free early childhood education in Hong Kong; modes and types of subsidies; staffs' salary scale; governance; and school placement.

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 study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
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