Liberal Studies will be a core subject in the new senior secondary curriculum to be implemented in 2009 in Hong Kong. The subject is very new to many pre-service and serving teachers who will be taking up teaching in this subject specialty. The present study is intended to be an exploratory one, with the aim of learning about how pre-service teachers majoring in Liberal Studies in a Postgraduate Diploma in Education programme offered by a local university make decisions when planning for lessons in the subject. The findings show that three factors played a key role in these teachers’ instructional decision making – disciplinary backgrounds, curriculum considerations, and considerations of how to represent knowledge for students. The findings will contribute to an understanding of the professional learning needs of Liberal Studies teachers.

2009年，香港開始新高中課程改革，一個新的必修科目通識教育科是其中一個重要的改革舉措。本文通過一項質性的研究，從人力成本的角度分析通識教育科從2006年開始推出到2009年正式實施時教師的準備與實施情況。研究發現通識教育的變革是一個包括大量任務成本、社會成本和心理成本的變革，教師實施起來十分困難，需要大量時間與努力；同時變革也改變了原來的教師結構，產生兼教的心態；教師們缺乏自信，產生專業身份的危機。不論通識教育改革能否實現其宏大的教育目標，這一變革需要人力成本的大量投入，對教師和學校來說，都是一個很大的挑戰，也很可能影響改革的可持續性。
[Copyright © 2013 中華民國課程與教學學會.]

This article aims to investigate teacher insights on curriculum integration in liberal studies (LS), particularly under the existing Advanced Supplementary Level (ASL) Curriculum, which is to be phased out in Hong Kong 2012, and the New Senior Secondary (NSS) Curriculum, which has been implemented since September, 2009. In comparing the existing ASLLS curriculum with the NSSLS curriculum under the “334” curriculum reform, interconnectedness in learning is highlighted, and learning linkages within and beyond LS are emphasized (Curriculum Development Council and Hong Kong Examinations and Assessment Authority, 2007). Studies have suggested the importance of curriculum integration in LS (Maritain, 1971; Henderson and Smith, 2002; Lacy, 2002; Graham, 2004). ASLLS panel heads from six secondary schools in Hong Kong were interviewed in 2007/2008 academic year to investigate the concepts and practices of curriculum leaders regarding LS curriculum integration. Finally, teacher concerns over NSSLS curriculum integration were identified.
[Copyright © 2010 Common Ground, Wai Lun Anthony Leung.]

In the era of education reform in Hong Kong, on various government documents, different concepts and functions of assessment were introduced to the community. Formative assessment is stressed as a way to improve teaching and enhance the learning of pupils. Formative assessment takes place in classrooms. It provides short term feedback to teachers so that learners' strengths and weaknesses in relation to their progression can be identified. Then teachers can use the feedback in planning what to do next in order to facilitate pupils' learning as well as promote teaching effectiveness. In response to the education reform, the researcher, as a teacher educator, wanted to study how formative assessment can be implemented in local General Studies classrooms. Fifteen student teachers were invited to be co-researchers of the present study. During their student teaching, they implemented formative assessment, collected data on their teaching and reflected on the implementation. The lessons videotaped by each of the co-researchers show the extent of the implementation of formative assessment in the classrooms. There were variations in terms of rich questioning, effective feedback, self- and peer assessment, as well as regulation of activity. Some of the assessment practices were either diluted or corrupted, though most of the co-researchers proclaimed that they successfully implemented formative assessment in their student teaching. Based on the findings of the study, the researcher attempted to make suggestions for the practising teachers so that they may initiate, implement and sustain this educational change in their subject classrooms.

In the era of education reform in Hong Kong, in various government documents, different concepts and functions of assessment were introduced to the community (Education Commission, Sept, 2000; Curriculum Development Council, 2001). Assessment is proclaimed as an integral part of the education process. Formative assessment is stressed as a way to improve teaching and the learning of pupils. It takes place in the classrooms, and provides short term feedback to teachers so that learners' strengths and weaknesses in relation to their progression can be identified. Then teachers can use the feedback in planning what to do nest in order to enhance learning and to promote teaching effectiveness (Black, 1993). Thus, in the lessons, teachers can provide pupils with various learning activities in line with the inquiry approach, have more interaction with the pupils, and carry out different assessment tasks to evaluate individual pupils' knowledge and understanding, skills, as well as values and attitudes (Curriculum Development Council, 2002). The aim of this paper is to study the student teachers' implementation of formative assessment in local primary school classrooms. It is hoped that the present study will provide some insight for the practicing teachers when they plan to conduct formative assessment in General Studies lessons in order to enhance the learning of the pupils and promote the effectiveness of their own teaching. In response to the education reform, the researcher invited fifteen student teachers of the Postgraduate Diploma of Education (Full-time)(Primary) Programme to be co-researchers of the present study. They were to implement formative assessment in General Studies lessons during their teaching practice. They collected data and reflected on the implementation of formative assessment practice in their classroom teaching by writing weekly reflection reports, videotaping a lesson, interviewing their pupils and being interviewed by the researcher. When preparing

Since 2000, the Hong Kong Government has launched a series of education reform measures. Formative assessment is advocated as one of the measures to promote student learning and teaching effectiveness. The paper studied the implementation of formative assessment in General Studies classrooms by the student teachers during their teaching practice in local primary schools. The methodology included inviting the student teachers to be co-researchers, their writing weekly reflection reports, videotaping lessons, interview their students, and being interviewed by the researcher. Findings show that this educational measure cannot be implemented successfully by individual teacher. In order to implement authentic formative assessment, there should be educational change of the whole subject department, supported by the principal, school administration, parents and students.

The social education curriculum in primary schools in Hong Kong has undergone significant changes with the introduction in 1997 of General Studies which integrates the subjects of Social Studies, Primary Science and Health Education formerly taught as separate subjects since 1980. This paper focuses on the comparison between the Social Studies syllabus and the General Studies, and traces the factors underlying the changes. Although there is not much difference in the approach and organization structure of the two syllabuses, notable changes are seen in the inclusion of topics relating to Hong Kong-China relationship, environmental conservation and civic education in the newly introduced syllabus. Socio-political changes and the developments in the educational scene in Hong Kong are crucial factors in effecting such change.
[Copyright © 2000 The Hong Kong Institute of Education.]

The paper will describe a case study of a beginning teacher in the teaching of an interdisciplinary subject, General Studies at primary level in Hong Kong. Given that General Studies forms a significant portion of the curriculum (five lessons per week), such an investigation of how teachers interpret this innovative curriculum is the pre-condition to its successful implementation. Through interviews, lesson plan analysis, classroom observation and post lesson observation interviews, the researchers examine how the teacher applies professional knowledge learnt during training years in classroom teaching. In this study, professional knowledge is delimited to the ideas, concepts, perspectives and attitudes the teacher has towards the newly implemented General Studies curriculum.
[Copyright © 2000 The Hong Kong Institute of Education.]