Hong Kong is seeking to increase the use of 'assessment for learning' rather than rely on 'assessment of learning' through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment Inventory. Structural equation modelling showed that there was clear alignment between conceptions and practices. Further, there were significant differences in the conceptions of assessment held by Hong Kong teachers as compared to New Zealand and Queensland teachers. This sample of Hong Kong teachers strongly associated (r=.91) using assessment to improve teaching and learning with making students accountable through assessment, which, in turn, led to a strong use of examination preparation practices (β=.43). Hong Kong teachers believed learning outcomes were improved by using assessments to make students accountable and by preparing them for examinations. These results suggest that broader Chinese cultural norms concerning examinations are part of school culture and may provide barriers for the assessment reform agenda in Hong Kong and other Confucian societies.
[Copyright of Assessment in Education: Principles, Policy & Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09695940903319737]

The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre-service teachers, consideration is given to the effect of a range of demographic differences on changing pre-service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre- and post-training comparisons are made which identify a range of variables that impact on changing pre-service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre-service teachers.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603110701365356]

Educational reforms have created tremendous stress for teachers in many parts of the world. This paper discusses the inadequacies of policy-makers treating teachers as having 'deficits' that require 'fixes', rather than addressing bigger system issues that cause their stress. Drawing from the case of a Hong Kong professional teacher development course, this paper argues for the use of 'personal growth' as the main concept for professional development of teachers in the midst of educational reforms. The course addressed the changing roles and identities of teachers amid educational reforms and societal changes, and enhanced teachers' competence in dealing with increasingly diverse student populations. Quantitative and qualitative post-programme data showed that participants gained competence in self-understanding, caring for students as unique individuals, thinking within a systems framework and building a learning community. Implications for teacher education are discussed.
[Copyright of Professional Development in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/19415250903017341]

This study investigated three orientations to happiness and their relationships with subjective well-being in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Confirmatory item factor analyses supported a three-dimensional model that included constructs represented by a life of meaning, a life of pleasure, and a life of engagement. These three orientations, especially the meaningful life and the engaged life were found to predict life satisfaction and positive emotions as two components of subjective well-being. Implications of the findings on the relationships between orientations and subjective well-being for helping teachers to promote a more satisfying life to combat against teacher burnout are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410802570907]