Practicum is the crucial component in teacher education with the ultimate aim for student teachers (STs) and in-service teachers (ITs) attempting to apply the learned knowledge , theories and techniques into the real and vivid teaching situation effectively and reflectively. In practice, apart from teaching practice, practicum may consist of : peer observation, school visit and journal writing etc. so as to strengthen STs and ITs's professional understanding and competence. In Hong Kong, practicum is a compulsory module in all teacher preparation courses including pre- service and in-service in the Hong Kong Institute of Education (HKIEd). As a two-credit point module, practicum in the One-year Mixed Mode In-service Qualified Kindergarten Teacher Education Conversion Course (QKT-Con) in the Department of Early Childhood Studies, HKIEd comprises of Peer Observation (PO) (2 times), School Visit (SV) (2 times), Directed Studies (DS) (6 sessions of 18 hours), Teaching Supervision (TS) (2 times) and Journal Writing (JW) (1 piece weekly). Normally, one experienced supervision tutor is responsible to look after about 30 students in one academic year. The primary aim of this paper is to investigate " how useful " is the practicum with regard to the above-mentioned 5 elements in the QKT-Con Course in the HKIEd. Thirty in-serviced teachers, being supervised by the present researcher, were invited to fill in a self-devised questionnaire in the last period of the Directed Studies of the practicum. Afterwards, the questionnaires were analyzed by the method of content analysis. The results of the study, on the whole, were very positive except the journal writing. There were 23.4 teachers (78 %) viewed the practicum as very useful & useful. Besides, it showed that 26 teachers (86.7 %) opined the PO and SV as very useful & useful. Also, 25 teachers (83.3 %) opted the DS and TS as very useful and useful. On the contrary, 8 teachers (26.6 %) expressed that the JW was not very useful &

Beginning from the 2003/04 school year onward, all new preschool teachers need to be professionally qualified through completing pre-service teacher education progrmames. The new policy necessarily leads to fast expansion in the provision of pre-service early childhood teacher education. We believe that teacher education in pre-service programmes is fundamentally different from that in in-service programmes, the former serve novice while the latter serve experienced, though untrained, teachers. Pre-service teachers can only draw on their biographical experience and culturally transmitted beliefs, values, and folkways of teaching to process their teacher education experience. As early childhood teacher education largely adopts a professional discourse transplanted from the West, how do pre-service teachers harmonize cultural variations in the ideas and practices of educating young children? What do they learn and how do they learn as they progress through a three-year pre-service programme? This paper reports a case study of pre-service teachers’ experience in a three-year fulltime early childhood teacher education programme at the Hong Kong Institute of Education. The study tracked teacher development of four pre-service teachers in the programme and beyond in beginning teaching. Each research participant was interviewed periodically throughout their progression through the three-year programme to tap their conception of teaching before joining the programme, why they pursued a teaching career at the time they enrolled in the programme, their experience in the programme, particularly in teaching practicum, and changes over time in their teacher knowledge, beliefs and values about educating young children as they progressed through the programme and then embarked on beginning teaching. Two research participants decided to give up preschool teaching as their career by the end of the progrramme. The other two participants started to teach in kindergartens after completing

Influenced by Third World Liberation social movements in the United States and abroad, this article applies a serve-the-people concept to service-learning in education. Rooted in pedagogies more traditionally associated with ethnic studies and community organizing, and informed by sociocultural and critical frameworks in education, this article offers insights from school community spaces that serve K–12 youth from different urban working-class neighborhoods. Transformative opportunities for grassroots collaboration, learning, agency, and community reorganizing are explored with implications for students, teachers, teacher educators, and community workers concerned with social justice.
Copyright of Theory Into Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00405841.2015.977659

This editorial provides an overview of the articles which are featured in this issue of Teachers and Teaching: Theory and Practice. This issue includes a number of contributions which deal, directly or indirectly, with teacher learning, and particularly with the development and role of teacher professional learning communities. It also addresses the issue of learning from teaching as teachers describe, analyze and reflect upon their teaching experiences in the classroom, including the connection between their behavior and beliefs and student learning. One of the ethnographic studies focuses on the development of a community of practice for sustainable professional development among 18 teachers of English as second language in Hong Kong. Another article discusses the complex role of special education teachers in Israel. All seven papers included in this issue, in a way or another, look at the complexities of teaching and learning. Overall, a number of overarching themes may be identified: the importance of analyzing teachers beliefs and practices; the key role of professional communities in enhancing teacher learning and change; the need for relevant professional development opportunities to support teacher learning and commitment to teaching; the pedagogies of teaching and their role in fostering teacher reflection and growth as well as student learning taking into account the diversity and guidance provided to them; and the link between the complexity of teaching and the dynamic of classrooms and school culture.
Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2014.928118

At present, it is very difficult to retrieve relevant and comprehensive literature on the historical development of PE teacher education in Hong Kong. One of the problems might be due to the fact that in the past PE teacher education was offered by the college of education which was run by the government. Under civil regulations, PE lecturers were not encouraged to conduct any research or projects. In order to improve the quality of teaching and learning in the PE teacher education history, there is a need to develop enriched, empirical teaching resources to strengthen this area. The purpose of this project is to study the historical development of PE teacher education in Hong Kong since the 1930s, focusing on the areas of physical education teacher education and physical education development at school levels. To collect primary empirical data about programmes, pedagogy, curriculum changes, school-based curriculum development, and professional development of PE teachers, 19 retired and serving PE lecturers and 10 secondary and primary schools PE teachers were invited to participate in interviews. The results of this study will provide a comprehensive reference for teaching and learning purposes to be used in teaching PE history and other contexts.

Considerable evidence has been accumulated in Hong Kong that Learning Study, as a form of action research collaboratively conducted by school teachers and researchers from Higher Educational Institutes, provides a comprehensive platform for school-based teacher professional development. Learning Study is grounded in the Variation Theory developed by Ference Marton. It involves an active collaboration between teachers and academic staff from the Hong Kong Institute of Education. In conducting a Learning Study, teachers, through a rigorous process, first select the topic, then work with the HEI staff to identify the worthwhile object of learning with its critical aspects and collectively design the lesson, which incorporates the application of three forms of variation (V1, V2 and V3). The lesson is taught, video taped and then analysed in a post-lesson conference. A revised plan for teaching the same lesson is then taught by a different member of the research team in his/her class. This process is repeated until all the teachers have taught the lesson to their classes.The Learning Study case will be evaluated and then presented by the teachers to the wider community as part of the dissemination process. This symposium will first provide an overview of Learning Study theory and practice model, then illustrate its actual implementation with several Learning Study cases. The third part discusses how Learning Study builds up an effectively comprehensive platform for classroom teachers to analyze the students' learning achievement, reflect upon their own teaching, develop learning communities and benefit their entire professional development.