This paper compares teachers’ values (risk-taking, power distance, and uncertainty avoidance) that prevail in Hong Kong and Singapore, and the teachers’ collaborative professional development practices in school to develop insights to how different approaches to school reforms shape convergent / divergent ways of cultivating teachers’ professional capabilities. Using statistical cluster analysis, teachers are sorted into different levels of PLC engagement (high, medium, and low professional capital) in the respective contexts, and compared for differences in teachers’ values relative to their local compatriots. The results are compared between teachers in Hong Kong and Singapore to identify policy implications arising from different approaches to reforms in collaborative teacher professional development in two Chinese contexts. Copyright © 2021 CESHK.

Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) students in online supervision that took place on a Moodle platform. This article reports a case study of Moodle-based CAS in Hong Kong that aims to train postgraduate students into teacher-researchers. A class of MEd students and their supervisors were observed, and their online dialogues were analysed. The bio-ecological student engagement model was used to explain the online supervision process. The results indicated that the students' learning was situated and embodied in the online social processes facilitated by peers' and supervisors' replies. The online interaction behaviours mainly included proposing questions or problems, providing information or solutions, and making comments. The findings have provided an exemplary case regarding the application of the online learning environment in supporting CAS and active research-based learning. The productive online CAS seems to benefit both teacher candidates and their supervisors by promoting the co-construction of the knowledge and skills of educational research, although more evidence is needed. Copyright © 2021 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.

This presentation applies interdisciplinary critical approaches to teaching and teacher education with the aim of disrupting schooling inequities found in Hong Kong, and other regions of East, Southeast, and Central Asia. Transgressing typical demarcations between practitioners and scholars, this presentation brings together a diverse panel of EdUHK students, teachers, and teacher educators in primary and secondary classroom settings who are teaching English and Chinese varieties. The background of the teachers involved is a recently-developed program in Hong Kong that helps develop diverse undergraduates, often the first in their family to attend university, to be more transformative teachers and researchers in their everyday practices. The program is The Project for Critical Research, Pedagogy & Praxis (PCRP), which is an 'educational pipeline' that begins with training early undergraduates in critical teaching and research skills, and then branches off into preservice/in-service teaching, postgraduate studies, and collaborative research projects (Chang, 2017). This pipeline project utilizes feminist, critical, and sociocultural theories of learning, pedagogy, and community engagement (Chang, 2013; Gutierrez, 2008; Lau, 2013; Luke, 2018), in an effort to challenge the large disconnects that many EdUHK students have been reporting. These disconnects include just trying to individually matriculate through the university institution, and trying to practice holistic and constructivist pedagogies in Hong Kong and other schooling contexts they experienced in South Korea, mainland China, Thailand, and Kazakhstan. This presentation examines challenges for the PCRP educators as they tried to disrupt common curricula and discourse around cultural deficit, 'teaching to the test,' and banking models of education within their schools, which often included essentialising notions of 'Confucian Heritage Culture' that marginalized students from both Chinese and non-Chinese backgrounds

Based on a case study of a faculty at a university in Hong Kong, this chapter examines how a grassroots approach to professional development enhances the capacity of the teaching staff for blended learning. Professional development plays a pivotal role in supporting the teaching staff to adopt blended learning in their courses to enhance the quality of learning and teaching. However, professional development policies and practices do not always meet the professional learning needs of staff, and many of them do not feel supported in their blended learning practices after attending the professional development sessions. This chapter first discusses how the grassroots approach to professional development in blended learning was developed and implemented in the faculty. Both qualitative and quantitative data were collected and analysed to document the impact of the professional development on staff’s adoption of blended learning in their courses. Based on the key findings from this set of data from the faculty, the grassroots approach is refined and customised for each faculty at the university as part of the scaling-up process. Copyright © 2021 Springer Nature Singapore Pte Ltd.

大自然是幼兒早期成長階段的重要學習環境。幼兒樂於在充滿趣味的大自然環境中探索和主動學習。而目前，在城市中生活的幼兒越來越缺乏和大自然接觸的機會，讓幼兒與大自然建立聯繫成為香港幼兒教育課程中的一個新的發展取向。本講座將分享香港幼師專業發展中加入大自然教育的歷程，包括幼師培訓課程及校本培訓的策略。此外，講者將分享幼兒在室内和室外融入大自然學習的經歷，探索透過多元模式的學習幫助幼兒主動探索社區周圍的大自然元素。The nature is an important learning environment for early years development. Young children are happy to explore and learn proactively in the interesting natural world, but those living in cities are losing touch with the nature. In the local context, the ECE curriculum is heading in a new direction to engage children with the nature. This seminar will present the trajectory of integrating nature education into local ECE teacher development, including strategies for ECE teacher education programmes and schoolbased teacher preparation. Furthermore, the seminar will also share the experience of immersing children in nature-based learning both indoor and outdoor, and investigate the use of multimodal learning to support young children in exploring the nature elements in the community proactively. Copyright © 2020 幼教研討會.

According to recent census figures, the number of ethnic minority and non-local Chinese youths has doubled from 27,322 in 2001 to 42,644 in 2011, many of whom are receiving secondary or tertiary education. Despite efforts in promoting diversity, equality, and cultural sensitivity, stigma towards ethnic and cultural minorities remains common in the local context. Minority members’ negative experiences give rise to stress and poorer well-being. Within the existing local teacher education curriculum, there are general education courses that focus on multicultural and race issues. However, they are elective courses and engage a relatively small number of students. We believe basic aptitude in multiculturalism should be cultivated in all student teachers. As such, this intervention study was conducted to enrich student teachers’ training to manage diversity in school setting. The intervention involved a three-hour guest lecture, a three-hour e-learning session, and a three-hour multicultural discovery tour. Participants were pre-service teachers from five undergraduate courses at a local University. Following the intervention, the participating course lecturers commented that the intervention boosted multicultural competencies in preservice teachers innovatively. In addition, 100% of the multicultural tour participants agreed that their learning performance has improved through the activity, and that they would continue to apply the knowledge in the future. Based on these findings, it is recommended that similar activities should be incorporated in the teacher education curriculum in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.

本研究旨在探討香港中國語文教師「自主學習」（SRL）的反思特徵，並檢視職級和教學年資對反思表現的影響。研究參與者是在職教師專業進修課程的學員，研究樣本是他們的反思報告。本研究採用質化和量化混合法—文本分析法、內容分析法及數據統計分析。結果顯示，參加者反思「自主學習」理念的更新，贊同「自主學習」理念，並聚焦於「自主學習」實踐；事實陳述和推理探索的反思表現較佳，而感情表達的反思表現稍遜；他們的反思表現受教師職級的影響，而非教學年資的影響。This study aims at identifying the characteristics of Hong Kong in-service Chinese language teachers’ reflective writing on self-regulated learning (SRL) and examine how the teaching ranks and years of teaching experience affect their reflection performance. A mixed method approach was adopted in the analysis of the written reflections. Text analysis and content analysis of the written reflection was conducted. The cross tabulations of reflective and thematic categories were calculated to investigate how the each category interacted. Results demonstrated that the participants were impressed by the theories of SRL and most of them focused on the practices of SRL. The reflections on facts and reasoning were the strengths of the participants while the reflections on feelings were their weakness. Moreover, the reflective performance was affected by teaching ranks, but not years of teaching experience. Copyright © 2020 香港教育大學中國語言學系、哥倫比亞大學中文部、中華書局（香港）有限公司.

This study aimed to identify teachers’ perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and appropriateness of AaL implementation when on-site support was also provided, otherwise changes were not substantial. It suggests that systematic supporting measures should be provided together with PDPs to address the challenges teachers encountered in implementing AaL. Copyright © 2021 International Review of Finance Ltd.

This paper examines the diverse conceptions and global citizenship (GC) and pedagogic implications for initial teacher education in Hong Kong, an Asian 'global city'. It focuses on the empirical example of the Education University of Hong Kong, the largest provider of teacher education in Hong Kong. Recently, the Education University of Hong Kong has increased more global or transnational character of teacher education through provision of extensive international experiential learning programmes and GC-related courses. The study employed the research methods including (1) documentary research of the GC-related courses and their curriculum framework, (2) professional interviews with instructors of GC-related courses (N=12) and (3) pre-service teachers’ reflections on their learning experiences through in-depth interviews (N=27), supplemented by the survey of the Global Citizenship Scale. The research found that instructors have different objectives in teaching GC in their courses, ranging from cultivating students’ critical thinking (reflecting both positive and negative sides of globalization), to introducing the humanistic dimension of GC (such as tolerating cultural and national differences) and practising GC for progress in Hong Kong society. Students in general showed awareness about global issues and high global competence, with open minds and communication skills to engage in intercultural interaction with people from different countries. The key findings of the study align with the literature that GC encompasses multiple agendas and ideologies, thus makes GC education complex. Lastly, this paper proposes a cohesive framework that democratically captures the varied understandings, discourses and conceptions of GC. Copyright © 2020 International Conference on Learning and Teaching.