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.

Although the importance of practicum for preservice teachers goes almost unchallenged, specific empirical evidence of growth in language teachers’ practical knowledge in the under-researched context of preservice language teacher education is limited. Informed by both the reflective approach to teaching and an activity theory perspective, this qualitative case study examines what types of classroom practices a group of ESL student teachers learned in practicum experiences, and what pedagogical strategies they appropriated to achieve their learning of those goal-oriented classroom practices. The study is different from the previous teacher reflective thinking studies in that the study participants reflected on their practice teaching experiences, and such reflections were further tested in real-classroom situations and resulted in transformational learning. The results show that the student teachers’ learning of effective classroom practices was essentially prompted by reflection of the challenges and dilemmas encountered in the learning-to-teach process. The study points to the importance of foreign and second language teacher preparation programs promoting and sustaining a culture of reflection to empower preservice language teachers to anticipate or cope with the uncertainties and challenges they will encounter in the practicum experience, which is essential to meaningful learning and knowledge construction.
[Copyright © 2015 De La Salle University.]

This pilot study examined the use of portfolios for assessment purposes in the context of initial teacher education. Specifically, the study set out to identify the impact of the use of portfolios on teaching and learning outcomes. Reported here are the findings, the constraints and initial results, and learning outcomes for pre-service teachers and their lecturers. The significant implications for teacher educators are that they need to continue to develop and implement assessment for learning and devote more time and effort to this form of evaluation for formative purposes. Staff must understand that the implementation of portfolio use requires corresponding changes to pedagogy and the curriculum. The use of portfolios for assessment purposes in teacher education can enhance reflective practice if teacher educators understand their role in developing a structured environment where their students are given support and guidance to attain the skills of critical self-reflection and independence in their learning.
[Copyright © 1998 Routledge.]

This study explores the influence of digital portfolio on reflective practice of prospective teachers (PTs) with the Technological Pedagogical Content Knowledge framework (TPACK). A total of 36 PTs studying in a teacher education course (one-year full-time) at a tertiary education institute in Hong Kong took part in the study. Blended learning approach was adopted to facilitate the completion of digital portfolio with various applications of Web services as a pedagogical tool. At the end of the course, the PTs completed the same questionnaire again as a post-test. Results showed that engaging PTs in digital portfolio integrated with different levels of Web services can increase their degree of readiness and maturation in different dimensions under the TPACK framework. The findings shed light on the development of teacher readiness for their entering of teaching profession in terms of technical, pedagogical and content knowledge individually and holistically, and further cultivated a higher degree of sustainability in reflective practice for the prospective teachers.
[Copyright © 2015 Springer-Verlag Berlin Heidelberg.]

Reflective practice is an essential component of pre-service teacher training programs. It facilitates the linking of theory and practice and empowers trainees to seek reasons behind their practices and their beliefs. These help novices to evolve as they witness their own teaching philosophies emerging. This research took place over 18 months and comprised 3 case studies of eight weeks with 3rd year ESOL trainees on their first intensive block practice in Hong Kong state schools. The research suggests that an online environment is an effective one in supporting and developing reflective practice during these periods. This was facilitated by asking trainees to apply an online model to scaffold reflections. These reflections were then posted and discussed by all case study members. They were also explored further using online moderator asynchronous Socratic dialogue to prompt further reflection. Findings demonstrate that a deep level of reflection is attainable in this context, albeit relatively rare, using the online medium.
[Copyright © 2012 SciRes.]

Teachers in Hong Kong have faced constant demand for practice renewal due to successive waves of educational reforms in the past decade. This paper describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This particular assignment structure includes three components - self-reflection, understanding alternative perspectives and situated analysis. Teachers are expected to complete these components in a sequence. The design addresses teachers' teaching experiences, engages them in learning alternative perspectives, and assists them to juxtapose self-reflection and alternative perspectives in analysing commonly encountered teaching situations. An evaluation of teachers' levels of reflection in these assignments showed that both high- and low-scored teachers improved their reflection. Based on the findings of an interview study, this paper reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong and highlighted the importance of different forms of assistance and guidance in facilitating teachers' reflective engagement in completing these cognitively demanding assignments.
[Copyright of Teaching Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10476210.2012.705824]

This study explores the use of video reflective narratives. It reports on data derived from 28 in-service primary school teachers undertaking professional development to support small class (n = 25) teaching in Hong Kong. The findings serve to highlight that such professional development is fraught with confounds, for professional development works at the level of the individual, and is complex and interactive. Analysis of data derived from video reflective narratives suggests that such phenomenon may be explained by reference to a professional developmental learning model. Findings suggest that such interactions are predictable and accordingly, the effects of specific professional development programs can be monitored.
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13664530.2012.730713]

While experential learning has been increasingly explored and adopted by higher education institutions, few have researched the appropriate assessment methods that can be aligned with the learning outcomes of experential learning. A literature review on the diverse forms of assessment currently used for community service types of experiential learning in higher education is presented in this paper to review their appropriateness in assessing experential learning. The paper also describes the assessment framework of the University of Hong Kong Sichuan Reconstruction Community Service Project, which is incorporated into a multidisciplinary community service learning project. Feedback from students and teachers are reviewed to gauge their preferences towards these assessments, as well as their opinions on assigning academic credits to experential learning projects.
[Copyright of European Journal of Engineering Education is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03043797.2011.644763]

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence of students' work suggests that Hong Kong Chinese learners are as capable as Western students to adapt to modes of learning and assessment requiring a reflective, deep learning approach.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703297.2011.564013]