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  • Journal Articles

    1. Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education
    Document Type: Journal Articles
    Source: Children and Society, 2020
    Year published: 2020
    Publisher: Wiley-Blackwell Publishing Ltd.
    Using Deleuze and Guattari's concept of rhizome, this study examines the key measures of the Kindergarten Education Scheme introduced by the Hong Kong government in 2017 after a large‐scale advocacy movement. It argues that these measures have expanded the power of the neoliberal imaginary through producing an enhanced market apparatus and an apolitical teaching profession. The neoliberal expansion reflects the manifestation of different kinds of rhizomatic connections to reterritorialise the field. This study calls for the rethinking of teacher educators’ ethical responsibility in addressing the complexity of teacher work frequently neglected by policy and the policy/practice divide in teacher education. Copyright © 2020 National Children's Bureau and John Wiley & Sons Ltd.
  • Journal Articles

    2. Conceptualising innovation and professional learning in the Hong Kong context
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Taylor & Francis
    In this paper, we review the challenges of sustaining effective teacher professional learning in Hong Kong and propose that professional learning could enable teacher innovation, and teacher innovation reversely rejuvenates professional learning. We also argue that greater exploration is needed of how professional learning is theorised in relation to broader themes that influence it. These key themes explored have significant implications for both organisational and wider systemic culture and practice both in Hong Kong and in systems around the world. Copyright © 2020 IPDA.
  • Journal Articles

    3. Factor structure of multicultural teaching competency scale for school-teachers in Hong Kong
    Document Type: Journal Articles
    Source: Australian Journal of Teacher Education, 45(7), 1-14, 2020
    Year published: 2020
    Publisher: Social Science Press
    This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom. Copyright © 2020 Edith Cowan University. All rights reserved.
  • Journal Articles

    4. Teaching about and for social justice in teacher education in Hong Kong
    Document Type: Journal Articles
    Source: Citizenship, Social and Economics Education, 19(3), 211-227, 2020
    Year published: 2020
    Publisher: Sage Publications Ltd.
    This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service. Copyright © 2020 The Author(s).
  • Conference Papers

    5. Designing a framework for teacher education in "Content and language integrated learning": Interaction between teacher identity and teacher knowledge base
    Document Type: Conference Papers
    Conference: Applied Linguistics Perspectives on Content and Language Integrated Learning (ALP-CLIL) Conference 2013 (2013: Madrid, Spain)
    "Content and Language Integrated Learning" (CLIL) aims at enhancing both the academic language awareness and academic content awareness in teachers. Such a special curriculum approach necessitates that teachers' pedagogical content knowledge (PCK) consists of distinctive categories and domains that are different from either the PCK of teachers of content subjects (e.g., mathematics, sciences or liberal studies) or that of language teachers (e.g., SLA/L2 education). Drawing on the frameworks of studies on PCK (Grossman, 1988, 1990; Shulman, 1986, 1987; Tsui, 2003) and Teacher Language Awareness (Andrews, 2003; 2006; 2007), this research starts with the assumption that effective representation of subject content in L2 English demands PCK that goes beyond simple addition of the subject matter knowledge and the pedagogical knowledge of both subject content and the English language. Such PCK inevitably involves the integration of other knowledge and skill domains that are unique to the CLIL context. More importantly, how does teacher identity change interact with change in the teacher's pedagogical content knowledge? When does a content teacher start to see him/herself also playing the partial role of an academic language teacher, and when does a language teacher start to see him/herself also playing the partial role of helping students to learn academic content? Through ethnographic case studies, this research explores the CLIL PCK as well as the CLIL teacher identity change in three content teachers (in science, mathematics, and liberal studies) as well as two English language teachers. All of them have enrolled in a part-time Master of Education programme specializing in CLIL in Hong Kong schools. The study examines and explores the transformation of the teachers' PCK as well as their identity during their participation in the teacher education programme. The implications on our understanding of the teacher knowledge base of CLIL as well as its impact on teacher identity
  • Journal Articles

    6. Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Routledge
    This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers’ professional development, their negotiation with the current examination-oriented educational policy, and the overall neoliberal discourse in education. The teachers were found to be ambivalent in their contradictory positions regarding whether to encourage or prohibit the use of heritage languages in English learning, whether to conform to the curriculum or develop new materials and try out new ways, and how to unravel social responsibility for ethnic minority groups’ development. This study has implications for the importance of awareness of the impact of macro-level neoliberalism on micro-level educational practices among teachers, principals, and policy makers, and for the necessity of developing teacher education programmes to prepare teachers with a particular concern about the well-being of children (especially those in underprivileged communities), and enable them to think critically about scripted curriculum packages and to work within more diverse and challenging contexts. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
  • Journal Articles

    7. Internationalising teacher education for a “glocal” curriculum: South Koreans learning to teach Hong Kong liberal studies
    Document Type: Journal Articles
    Source: Multicultural Education Review, 8(2), 99-117, 2016
    Year published: 2016
    Publisher: Routledge
    Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.
  • Journal Articles

    8. New teacher attitudes in educational foundations in Hong Kong
    Document Type: Journal Articles
    Year published: 2015
    Publisher: Common Ground Research Networks
    Although teachers’ attitudes and beliefs are linked to their practice, many argue in social foundations and multicultural education that student-teachers are resistant to changing their attitudes about education’s role in society. Researchers have contended that student-teachers engage in a variety of strategies to maintain attitudes gained through their personal experiences as students, which casts education as key to increasing social mobility and meritocracy in society. This article explores the case of one instructor in teacher education and educational foundations in Hong Kong. Findings from pre- and post-course surveys and online forum writings from students are used to share how student-teachers’ attitudes changed regarding equality and the role of education during the course. The study suggests that the use of a social-constructivist pedagogy that enables student-teachers to learn from their peers’ diverse experiences and professional circumstances can meaningfully impact student-teacher attitudes, and assist new teachers in better understanding education’s role in society. Copyright © 2015 Common Ground, Liz Jackson, All Rights Reserved.
  • Book Chapters

    9. 漢語國際教育的IB師資培養:以香港教育大學為例
    Document Type: Book Chapters
    Pages: 119-127
    Year published: 2019
    City published: 北京
    Publisher: 商務印書館
  • Journal Articles

    10. Teachers' perceptions of teaching happiness in Hong Kong: A comparative study of pre-service and in-service teachers
    Document Type: Journal Articles
    Source: Journal of Life Education, 12(1), 71-109, 2020
    Year published: 2020
    Publisher: 國立臺灣大學生命教育研發育成中心
    The concept of happiness has been addressed from both philosophical and psychological perspectives. Given the possible connection between happiness and well-being, the promotion of happiness in teaching and learning and the development of "happy schools" have gained increasing attention. The present exploratory empirical study is conducted in Hong Kong and investigates the teaching of happiness in a sample of pre-service and in-service teachers. Their perceptions of teaching happiness are also compared, which may have implications for teacher education and development programmes. The results reveal that whilst pre-service and in-service teachers have different perceptions of happiness, many agree on the importance of teaching happiness and the key role of teachers, positive emotions in such teaching. The findings suggest that from the perspective of life education, more attention should be given to teaching happiness through different perspectives and strategies, including the development of happy schools.人們通常從哲學和心理學的角度來理解幸福的概念。有鑑於快樂和幸福感之間可能存在的聯繫,在教學中推廣快樂與幸福感以及發展「幸福學校」越來越受到重視。本文以香港地區教師為研究對象,以香港在職及職前教師為樣本,旨在探討快樂教學的探索性實證研究。本文比較了在職教師及職前教師對教授快樂與幸福感的看法,並討論不同的看法對教師教育和教師發展計畫的制定可能產生的影響。結果顯示,雖然職前和在職教師對快樂與幸福感有不同的看法,但多數教師都同意教授快樂與幸福感的重要性,並肯定教師的正向情緒在教授快樂與幸福感中的關鍵作用。此外,從生命教育的角度來看,教育者應多加思考透過不同的視角和策略來教授幸福,亦應考慮發展「幸福學校」。 Copyright © 2020 社團法人台灣生命教育學會.
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