With the unique character of Hong Kong in a postcolonial context, where eastern philosophies and approaches meet those of the west, it could be presumed that it is an ideal system for generating innovative ideas and practices (Bautista et al. in Int J Res Educ 46:203–260, 2022; Lu and Campbell in Practice 3:67–72, 2021). However, understanding the role, influence, and impact of teacher education as a career-long pursuit in Hong Kong remains both contested and under-theorised (Bautista et al. in Int J Res Educ 46:203–260, 2022). While Hong Kong enjoys a complex and sophisticated teacher education infrastructure which includes a range of opportunities and legislated time to dedicate to the varied forms of teacher education throughout a teachers’ career, such opportunities are frequently reported on as a being too demanding, rigid, or unrelated to practice (Lu and Campbell in Practice 3:67–72, 2021; Pang et al. in Asia Pac J Educ 36:231–247, 2016). This chapter begins by exploring the context of Hong Kong, and the nature and functions of teacher education. Following this, varying conceptualisations of teacher education, professional learning, and agency, with a particular focus on Hong Kong, are explored. Finally, this chapter explores new ways of understanding the role of teacher agency in the context of teacher education and the implications of this for policy, practice, and research as we imagine the future possibilities of teacher education and education more broadly. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG.

Novice teachers are often eager to embark on their journey in the teaching profession after years of teacher education, ready to actualize their educational ideals. Some head towards a smooth start while others encounter a wide range of constraints during their initial years of teaching. Drawing on narrative interviews with a number of novice English teachers in Shenzhen and Hong Kong for at least one academic year and other data sources such as their EFL learning autobiographies and school documents, this paper examines and compares (1) the opportunities and constraints these teachers face in their initial years of teaching and (2) their responses to the perceived opportunities and constraints in their attempts to take control of their teaching, in two different socio-cultural and educational contexts of Shenzhen and Hong Kong. This paper highlights how possibilities for and constraints on teacher autonomy are mediated by teacher agency, teacher identity and teacher beliefs. It also sheds light on how novice teachers can be afforded more opportunities in their struggle to become autonomous practitioners. Copyright © 2016 華中科技大學外國語學院.

Drawing upon the Triadic Reciprocity Framework, this longitudinal qualitative multiple-case study examined how three Hong Kong secondary English as a second language (ESL) teachers exercised their teacher agency to take control of their teaching and professional development. More specifically, the study aimed at exploring how teachers' intentions and actions for the establishment of their professional identity were afforded and constrained by their workplaces. Findings reveal that these ESL teachers exercised different degrees of proactive, reactive, and passive agency. The four properties of human agency, i.e., intentionality, forethought, self-reactiveness, and self-reflectiveness, influenced the teachers' proactive, reactive, and passive agency when they responded to personal, behavioral, and environmental determinants. The findings shed light on a three-layered Triadic Reciprocity framework on teacher agency and contributes to a systematic and comprehensive discussion about the various internal and external factors that might exert influences on agency of early career teachers. This study offers pedagogical implications for school teachers, school leaders, and policy makers in Hong Kong and beyond. Copyright ©2021 Frontiers Media SA.

Ever since the transfer of sovereignty over Hong Kong from the United Kingdom to the People’s Republic of China on 1 July 1997, policy makers in Hong Kong have instituted a series of de-colonising language policies, notably Mother Tongue Education (Education Department, 1997. Medium of instruction guidance for secondary schools. Retrieved from https://www.legco.gov.hk/yr97-98/english/panels/ed/papers/ed1508-6.htm.) which emphasises the importance of the Chinese language in rebranding the city as a cosmopolitan bilingual city in Asia. One unintended consequence is that linguistically and culturally diverse pupils in the system are struggling to learning Chinese as an additional language (CAL). Against the backdrop of existing CAL policies which promote decentralisation and school-based curricula, this exploratory paper aims at examining the extent to which the language planning context has facilitated and constrained CAL teachers’ agency in Hong Kong secondary schools. Based on in-depth, semi-structured interviews with 10 CAL teachers purposively recruited from three local secondary schools, this study finds that certain features of the language planning contexts have constrained and transformed teacher agency in ways that lead to what Cummins’s (2000. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, UK: Multilingual Matters.) refers to as ‘the narrowing of the curriculum brought about by teaching to the test’ (p.248). The resultant emphasis on the short-term CAL goals, as manifested by this maximum-variation sample of teachers, is discussed with attention to how teacher agency is ecologically achieved and claimed, and a call for restructuring existing CAL policies to attend more to the mediating impact of the ecology on teacher agency, and to purposively channel teachers’ agentive action towards the long-term goal of mainstreaming. In doing so, CAL teachers can truly be ecologically set up as agentive language planners in the face of increasing

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts. Copyright © 2021 MDPI AG

Teacher agency plays a vital role in professional learning. The revealing practice indicates its fluidity in the process of collaboration. Research suggests that learning through interaction happens by engaging teachers. However, the role of teacher agency remains unclear at a systemic level. This article reports a yearlong ethnographic study of overlapping members from two teams collaborating on contemporary liberal arts curriculum across two different education systems in a Hong Kong secondary school. Discourse analysis of collaborative meetings demonstrated that the overlapping members performed various functions in the two settings. The connections and disconnections suggested that teacher agency was conditional based on the ecological boundary. By identifying their patterns of practice, individual teachers collectively demonstrated different capacities in the two settings within and over time. The findings imply that collaboration is an embedded activity and strongly influenced by the school environment. Overall, this study contributes to a reconceptualisation of professional learning. Copyright © 2021 Routledge.

This paper examines the unintended consequences of state language policy and planning (LPP) that adopt subtractive approaches on teachers' subsequent receptivity to policy fine-tuning. A comparative approach is adopted in this statistical study of two strategic contexts, where the influence of the world's two leading languages—English and Mandarin—manifests in the home language conversion patterns of ethnic Chinese teachers of Hong Kong and Singapore. The interplay among state, education, and family linguistic domains provides the framework to understand how teachers exercise agency underpinned by their sociolinguistic background (childhood home language—CHL) and home language conversion preference (home language as adult—HL). The results show that teacher CHL–HL conversion preferences underlie their response to state LPP initiatives and influence LPP outcomes in the education domain. The results are theorized in terms of the prevailing values in Hong Kong and Singapore that shape teacher agency, the unintended outcomes of subtractive LPP in education, and the probable outcomes on the linguistic vitality of local and dominant languages in Hong Kong, with the interplay between future subtractive LPP and teacher agency. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
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