The outbreak of Covid-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

This study focused on Hong Kong mathematics teachers' experiences and challenges in online distance teaching during the COVID-19 pandemic. A total of 109 frontline mathematics teachers participated in the survey. Their teaching experiences and challenges during the pandemic were investigated through an online questionnaire and followed up through in-depth interviews. The results show that most teachers believed that their way of teaching mathematics had somewhat changed and that they had tried to offer e-learning as an alternative teaching mode to maintain the quality of teaching during the pandemic. They also tended to focus on external factors rather than internal factors during online teaching. Teachers agreed that a paradigm shift had occurred in the role of teaching during this time of crisis. Although they had developed sufficient levels of technology use, these did not necessarily translate to competence in achieving instructional goals. Ultimately, teachers' personal experiences with online teaching and their beliefs about mathematics teaching are crucial factors affecting the role and effectiveness of online teaching. Copyright © 2023 selection and editorial matter, Kevin Wai Ho Yung and Huixuan Xu; individual chapters, the contributors.

In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their national identity and viewed the applicability of national education in Hong Kong preschools. Data were collected using both quantitative and qualitative measures. The findings showed that even though the participants strongly resisted their Chinese identity, they agreed that national education could be introduced in preschools if it would be rendered rational and apolitical. Nevertheless, they suspected that the administration's motive behind national education was political indoctrination. They also noted several pedagogical difficulties. Finally, the implications are discussed against the changing socio-political context, serving as lessons for local and international readers. Copyright © 2022 Routledge.

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers' attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers' attitudes. Copyright © 2022 Human Kinetics .

This paper reports significant findings from an exploratory investigation of factors influencing kindergarten teachers' perceptions of holistic early childhood education (HECE) following the release of a recent policy document relating to Early Childhood Education by the Hong Kong Special Administrative Region. A comprehensive four-page survey questionnaire was completed by 165 teachers, in 22 Kindergartens across three Districts in Hong Kong. The questionnaire sought responses on demographics (including spiritual well-being); six aspects of ECE detailed in the HKSAR document; teachers' expectations of HECE; and their perceptions of parental involvement in their young children's development. This study revealed that kindergarten teachers' spiritual well-being was a key demographic factor contributing to their expectations of holistic early childhood education. Copyright © 2022 Routledge.

Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted her practice minimally despite reporting belief changes. The findings revealed the role of dialogic reflection in facilitating professional learning and noted the potential impact of Chinese culture on teachers' dialogic reflection. Further, they showed that changes in practice are mediated by internalising new ideas, linking teacher beliefs with clear goals and contextual factors including institutional policies, time constraints, and learner feedback. Teachers' verbal participation in professional dialogues, for example, showing agreement with the suggestions of others, was insufficient for generating changes in practices. Implications, including the important roles of reflexivity and sociocultural contexts in teacher professional development programmes, along with directions for future research, are considered. • Social interaction and idea internalisation contribute to teacher development. • Exploring beliefs based on multiple lenses fosters professional development. • Change in practice is affected by beliefs, reflexivity, and contextual factors. • Only overt verbal participation in professional dialogues does not assure change. • Culture plays a significant role in teachers' dialogic exchanges of views. Copyright © 2022 Elsevier.

This study compares and contrasts teachers' and students' perceptions of online teaching and learning during the COVID-pandemic in higher education using the co-orientation model. Data were collected from 145 students and 31 teachers in two Hong Kong higher education institutions. The findings show that teachers were generally more negative about online teaching and learning than students, but such negative views should be reconsidered as students positively evaluated teachers' efforts to various degrees. It is suggested that during future online learning experiences (1) teachers and students set up expectations together to evaluate online interactions, (2) teachers should not be overly concerned about the potential embarrassment of using camera for class activities, and (3) teachers pay more attention to feedback delivery. Understanding these gaps will provide teachers with insights into more strategic communication and planning to manage the expectations and optimise the online experience for both parties. Copyright © 2022 Elsevier.

Background and aims: The theoretical rationale of STEM education has originated from the curriculum integration theories. Numerous studies have discussed the integration of STEM education in covering the interconnected nature of the four disciplines and real-life problems. Three approaches have been widely mentioned, which included multidisciplinary, interdisciplinary and transdisciplinary (Vasquez et al., 2013). Although teachers play a core role in designing and implementing STEM pedagogy at schools, little research explored mathematics teachers’ views of STEM. Hence, this exploratory study aims to explore mathematics teachers’ perceptions of STEM education to address the issue. Specifically, the study sought to describe the concerns and challenges faced by Hong Kong mathematics teachers in implementing STEM education, and to expand our understanding of implementing STEM education in mathematics teaching.Methodology or process(es) undertaken: By purposive sampling, nine Hong Kong mathematics teachers (4 primary, 5 secondary) were invited into online interviews. Interviewees were selected based on the criteria that they had taught mathematics in schools and had participated in STEM education. Their teaching experience ranged from 5 to 15 years. They were asked to report their views on the goals and values of STEM education, the approaches of STEM integration, challenges they faced, and its relationship to mathematics.Results and conclusions: It is found that two values of STEM education are recognized by Hong Kong mathematics teachers, which include promoting students' personal development and social technological innovation. Three integration approaches of STEM pedagogy (multidisciplinary, interdisciplinary and transdisciplinary) are identified. The transdisciplinary approach is most preferred, but the interdisciplinary approach is most adopted. Teachers perceives both internal and external challenges when implementing STEM at schools. The external challenges are related