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  • [FA] General Teaching Strategies, Different Instructional Methods
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  • Journal Articles

    1. Queering CLIL: A critical sexual literacy curriculum for the Hong Kong context
    Document Type: Journal Articles
    Source: English Teaching & Learning, 44(2), 193-210, 2020
    Year published: 2020
    Publisher: National Taiwan Normal University. Department of English
    This paper demonstrates how the Content and Language Integrated Learning (CLIL) approach can be useful for developing a critical sexual literacy curriculum that combines gender and sexuality education and critical language teaching. The findings from an action research study conducted with 20 tertiary students in a voluntary English class in Hong Kong show how a heightened awareness of conflicting discourses could be stimulated by the heteroglossic nature of the classroom input that included media texts, face-to-face interaction with queer individuals and in-class Boal's Image and Forum Theatres. The learners also experienced mixed emotions toward LGBTI people and reported language gain from the curriculum. A lot more would have to be done in critical sexual literacy research and practice to foster critical awareness of gender and sexuality and to challenge homo- and transphobic ideologies in everyday discourses. 摘要: 本論文探討如何應用「內容和語言整合性學習」(Content and Language Integrated Learning, 縮寫CLIL)模式, 發展一套結合性/別教育與語言學習的批判性性/別識讀課程。參與此課堂行動研究的大專學生有二十位, 課程不但使用了多媒體材料, 也包括與性小眾朋友在課堂上的互動, 和參與波瓦式的形象和論壇劇場。研究結果顯示, 這些課堂材料與活動的語言雜多性, 會令學生對性別討論中的矛盾現象加深了認識, 對LGBTI人士產生複雜的情緒, 並在語言知識上有所增長。在未來, 批判性的性別教育在研究和課堂實踐方面, 我們需要進一步了解如何培養學生對性/別議題進行批判思考, 以及在日常話語現象中挑戰恐同、恐跨的意識形態現象。Copyright ©National Taiwan Normal University. Department of English.
  • Journal Articles

    2. Blended learning in higher education: Professional development in a Hong Kong university
    Document Type: Journal Articles
    Source: Higher Education Research and Development, 39(4), 643-656, 2020
    Year published: 2020
    Publisher: Routledge
    Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students' learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university's learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher's role in blended learning. Copyright ©Routledge.
  • Journal Articles

    3. Teachers' multicultural sensitivity predicts developmentally appropriate beliefs and practices in the classroom
    Document Type: Journal Articles
    Year published: 2020
    Publisher: Emerald Publishing Limited
    Purpose - In the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate practices (DAPs), developmentally appropriate (DABs), developmentally inappropriate beliefs and developmentally inappropriate practices (DIPs) in the classroom.Design/methodology/approach - Participants were 347 preschool teachers from 12 preschools including 342 women ( 98.6%) and five men (1.4%) aged 24–45 years located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of DABs and DAPs is confirmed in the present study.Findings - Multicultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices and reduce DIPs. It is highly recommended that multicultural education can be embedded in early childhood education (ECE) programs for both in-service and preservice teachers.Originality/value - A new conceptual model of teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) associated with DABs, developmentally inappropriate beliefs and DAPs in the classroom was firstly examined. Copyright © 2020 Emerald Publishing Limited.
  • Journal Articles

    4. Students as learning experience designers: The effect of student-driven approaches in a Hong Kong study
    Document Type: Journal Articles
    Source: International Journal of Pedagogies and Learning, 10(3), 179-193, 2015
    Year published: 2015
    Publisher: Routledge
    Student-driven approaches have generated positive results in student development. This study reports a Students as Learning Experience Designers (Student-LED) Project as one example of employing student-driven approaches to develop learning abilities, leadership skills and reflective habits, in the context of the new senior secondary curriculum reform in Hong Kong. In such reform, schools are encouraged to offer other learning experiences (OLE) to facilitate students’ all-round development. This Student-LED project can be seen as pioneering in its cultural context and for the target participants. Students in Hong Kong were traditionally described as lacking independence, which seemed to contradict the premise of student-driven approaches. The present study as a pilot shows that Hong Kong secondary school students could potentially benefit from a student-driven approach. Sense of autonomy and positional leadership opportunities were found to be important factors to student learning. The concerns of students and teachers during the process were also identified through reflective statements. This study provided some insights into the use of student-driven approaches with Hong Kong learners. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
  • Journal Articles

    5. A case study of picture books as a stimulus for a project approach in Hong Kong
    Document Type: Journal Articles
    Source: Journal of Education and Human Development, 9(1), 111-121, 2020
    Year published: 2020
    Publisher: American Research Institute for Policy Development
    The education reform in Hong Kong advocated the Project Approach as an effective pedagogy to support childrens' learning through exploration and play. This paper outlines a case study of a Hong Kong kindergarten which implemented the project approach using a picture book and digital picture book as a stimulus to begin the project topic and develop the inquiry process. The qualitative data sources included analysis of documentation such as teacher lesson plans, teacher questionnaire on reflection, documentation of children's works and activity photos of the project. The findings revealed that picture book was a good stimulus to arouse children's interest. The children were observed to be highly engaged in the investigation and the benefits from the picture book in project were not limited to literacy learning but also integrated learnings such as in the domains of music and movement, drama, and science. Additionally, the project provided opportunities to use the 21st skills of collaborating, communicating, creativity and critical thinking. The case also acts as an example of implementing the project approach in a non-Western context and recommendations are made for Hong Kong early child educators who participate the education reform. Copyright © 2020 The Author(s). All Rights Reserved.
  • Journal Articles

    6. Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3-year study
    Document Type: Journal Articles
    Source: British Journal of Educational Technology, 50(3), 1275-1293, 2019
    Year published: 2019
    Publisher: John Wiley & Sons, Ltd.
    Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS-supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the "educational innovation gatekeepers" in schools. This paper reports on a 3-year study in which the Stages of Concern model was employed as a quantitative diagnostic instrument to continuously understand and address the emerging concerns of 91 social humanities teachers (from 91 high schools in Hong Kong) about adopting GAMES in their teaching practice. With adequate interventions for addressing the participants' ongoing needs, their peak categorical concern shifted initially from "Management" (in Year 1) to "Consequence" (in Year 2), and finally to "Refocusing" (in Year 3). The results reveal that the participants largely intended to go on harnessing GAMES to facilitate outdoor social enquiry learning in their schools. This work provides the field with profound strategic insights into sustaining technological innovations in schooling from the perspective of teachers--an important stakeholder of education.
    [Copyright of British Journal of Educational Technology is the property of John Wiley & Sons, Ltd.]
  • Journal Articles

    7. On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens
    Document Type: Journal Articles
    Source: Teaching and Teacher Education, 85(0), 81-91, 2019
    Year published: 2019
    Publisher: Elsevier Ltd.
    This study investigated the pedagogical interactions between teachers and young children in six sampled Chinese kindergarten classrooms. Altogether 4320 turns of dialogue were coded from 27 videotaped pedagogical activities, and the 12 class teachers were surveyed and interviewed. The results revealed a unique Chinese pedagogical interaction that is a fusion of participatory and transmissive pedagogies: teachers directed the interactions with open-ended questions and whole-class dialogues, whereas children responded with short answers based on the learning content. This was reported by the teachers to be associated with the joint influence of related child, teacher, and cultural factors.
    [Copyright of Teaching and Teacher Education is the property of Elsevier Ltd.]
  • Journal Articles

    8. Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning
    Document Type: Journal Articles
    Source: Journal of Education for Teaching, 46(2), 244-247, 2020
    Year published: 2020
    Publisher: Routledge
    Extending Shulman’s work, this study investigated kindergarten teachers’ pedagogical content knowledge in developing play-based learning. Data were collected from focus group interviews with 29 teachers, head teachers, and principals in Hong Kong. Findings suggested the development of play-based learning is contextual. Teachers believed that ongoing complexities and dilemmas regulating their practice which required them to modify pedagogical strategies. Situated forms of knowledge were found as dispensable component shaping their professional practice. This study highlighted how teachers developed pedagogical wisdom to complement their practice involving the construction of effective play-based learning. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
  • Journal Articles

    9. Using drama activities to teach beginner's French to Chinese students at a tertiary institution in Hong Kong: An exploratory case study
    Document Type: Journal Articles
    Year published: 2019
    Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
    The exam-oriented education system in Hong Kong has created a language learning environment that is largely confined to traditional classroom settings, which may not take best advantage of students' abilities to relate what they have learnt in class to real-life scenarios. Such learning environments may have implications for the way second language learners learn a new language. Numerous studies suggest that drama activities used in language classrooms can enhance second language learning. These studies put forward tasks that generate pleasant and rewarding experiences, enhance confidence and subsequently increase motivation to learn a language. By focusing on students studying in a beginning French course at a tertiary institution in Hong Kong, this article reports on how drama activities make a target language more enjoyable and easier to recall. Classroom observations and interviews with students (N = 30) revealed that learning French via drama had a number of positive effects on second language learners especially in terms of their confidence. The learning of French through drama may provide a language learning environment that enables students to apply their French language skills more effectively in real-life situations. Copyright © 2019 Adam Mickiewicz University Press. All rights reserved.
  • Book Chapters

    10. Investigating online collaborative learning on students' learning outcomes in higher education
    Document Type: Book Chapters
    Pages: 13-19
    Year published: 2019
    City published: New York
    Publisher: Association for Computing Machinery
    This paper investigated online collaborative learning on students' learning outcomes in higher education with an online platform called GMoodle that was implemented at The Education University of Hong Kong. To discover the benefits and drawbacks of online collaborative learning, students were invited to join this exploratory study and complete the pre and post questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the questionnaires and focus group interviews, and the results showed that students' learning outcomes especially self-management skills and collaborative skills were enhanced through the online collaborative activities. Before launching GMoodle, trainings were provided for the in-service and pre-service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students' learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 Association for Computing Machinery.
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