Affective education is a significant dimension of teaching, which is concerned with the values, feelings, beliefs, attitudes and emotional well-being of students. Much research is about how affective education should be put into real practice in elementary and high schools. However, affective education is no less important at tertiary education level. It is especially crucial to examine what values student-teachers taking teacher education programmes hold and how these values change throughout their course of study, since these student-teachers will nurture our next generation and these student-teachers’ moral and spiritual development will directly affect how they teach their pupils. Based on our study on the development of the professional convictions of Hong Kong student-teachers, this paper attempts to find out what values the student-teachers hold, how these values evolve over time, and what factors contribute to their formation and evolution. Qualitative research methods were employed in the study, which include the use of autobiographies and in-depth interviews. The focus of this paper is on examining the dimensions of the student-teachers’ values and how far affective education is effective in achieving its aims in teacher education programmes. Apart from analyzing the common factors associated with teacher professional development such as field experience and reflection, this paper will analyze the issue from the perspective of formal, informal and hidden curriculum. Implications from this study may shed light on ways to improve the design of teacher education programmes to meet the needs of affective education.

Evidence obtained from focus group interviews supports a conception of political socialization as an active process where individuals interact and negotiate with socialization agents in different contexts to construct their political realities. The citizenship understandings of socially or politically active students in this study were basically eclectic, including conservative views about doing the best in their diverse roles as well as more radical orientations, such as participating in demonstrations and protests in opposition to unreasonable laws. Issues based teaching, experiential learning, and teachers with credibility have been identified as significant political socializing factors for active democratic citizenship. Such a finding has significant implications for teacher education.
[Copyright © 2006 citizED.]

Approaches to teaching art were studied through interviews with 18 art teachers at secondary schools in Hong Kong. Grounded analysis revealed that the approaches to teaching fitted into a four category model with category labels: instructional, discipline inquiry, social interactive, and personal. The categories were defined and described by six dimensional features: aim; content; role of teacher; role of student; teaching methods; and assessment orientation. The four categories of approaches to teaching could be placed under a higher-order spectrum between subject-and student-centred poles.

Though the notion of a mentor or cooperating teacher in initial teacher education has been implemented in other countries for many years (Haberman, 1971; Spillane & Levenson, 1976), it was first attempted in initial primary teacher education in Hong Kong only in 1994. The present study aims to investigate this new attempt by the Hong Kong Institute of Education (HKIEd) to foster supporting relationships in teacher education. The paper focuses on the Cooperating Teacher Scheme (CTS) as a learning experience for student-teachers and the different roles of the school, cooperating teachers, and HKIEd lecturers. The study includes a quantitative component and a qualitative component. Eighty schools were selected randomly from a list of 130 schools participating in the Scheme in 1995-96. Four agents, viz. school heads, co-operating teachers, lecturers and student-teachers involved in the CTS were invited to complete a questionnaire and representatives from each category were interviewed. The findings consider student-teachers' learning as well as varying perceptions of the roles of the four agents in the scheme. Based on the findings, implications of the CTS in initial and further teacher education as well as the collaboration between schools and the Institute are drawn.
[Copyright © 1998 Routledge.]

Teacher efficacy has been shown to be an important variable predicting teachers' capacity to contribute to reform efforts. Given the role that future teachers are expected to play in educational reform, this research aimed to measure the teacher efficacy of samples of pre-service teachers in Hong Kong and Macao using the Chinese version of the 12-item Teachers' Sense of Efficacy Scale (C-TSE). A cross-cultural perspective was important because it provided that opportunity to test the robustness of the instrument and to look at broader socio-cultural issues of teacher efficacy in two locations through the use of C-TSE. Sixty-six Hong Kong pre-service teachers and 66 Macao pre-service teachers participated in the study. In general, Hong Kong pre-service teachers were found to be more efficacious than the Macao cohort. However, the factor structures of the scale were not the same for the sub-samples. It is suggested that, on the one hand, programme characteristics and/or local cultures need to be considered when interpreting these results. On the other hand, the full 24-item scale, with more items that envisage and reflect particular classroom tasks and situations, could be useful to explore the dimensionality of pre-service teachers' sense of efficacy. This work contributes to an understanding of issues and problems relating to the measure of Chinese pre-service teachers' efficacy beliefs.
[Copyright © 2006 De La Salle University, Philippines.]

Whilst institute-school partnership have been affirmed as potentially valuable routes for the professional preparations of student teachers (Booth, Furlong & Wilkin, 1990; McCullough & Fidler, 1994), relatively less is known as to how teaching advisers perceive their roles and the impact of their collaborative relationships with student teachers on their own professional lives. This paper attempts to present the voices of four teaching advisers who participated in a mentoring scheme of an initial teacher education program in Hong Kong. Data collected through semi-structured interviews, lesson observations, and post-observation conferences present a general picture of the promises of the scheme as perceived by the teaching advisers in enhancing their own professional development, as well as challenges at the 'action' level. Findings point to the need for re-envisioning the roles and responsibilities of teachers for their own professional development as well as that of others. The paper will conclude with suggestions for fostering an effective and productive learning experience for both student teachers and teaching advisers.
[Copyright © 2004 De La Salle University, Philippines.]

This paper introduces the distinctive features of Learning Study, a branch of lesson study, conducting Hong Kong. It uses a case to illustrate how Learning Study, based on a framework derived from the Theory of Variation, can become a powerful tool to improve the quality of teaching and learning in schools. This paper argues that a conceptual framework that has cornsensus from the research team will form a strong underpinning and help facilitate professionl dialogue between researchers and teachers, therefore extending the potential of lesson study as a tool for improving instruction.
[Copyright © 2007 Graduate School of Education and Human Development, Nagoya University.]

How Chinese language proficiency can be enhanced is a key concern in the Hong Kong community. As the current literature suggests that student teachers' beliefs and past experience show great impact on the effectiveness of their learning to teach, this researcher made an attempt to investigate pre-service teachers' perceptions of teaching and learning Chinese in primary schools - a survey that involved 501 student teachers was conducted. The key findings include, first, over 80% of the respondents rated their own Chinese proficiency average or above average, and over 10% respondents considered themselves poor in the mastery of Chinese. Second, while a total of 86% of the respondents considered themselves average or good at speaking Chinese, they still expressed the need to receive more training in oral presentation and writing. And third, among the 13 prescribed teaching objectives set in the syllabi of Chinese, "fostering students' thinking ability" came first in the survey responents' ranking of the importance of teaching objectives, reflecting they needed training in both the subject knowledge of Chinese and pedagogical content knowledge.
[Copyright © 2002 The Hong Kong Institute of Education.]

This paper is concerned with a qualitative study of how three pre-service physical education teachers who were comparatively less skilful in sports, socialised professionally in their first field experience. It was a part of the two-year study project investigating the occupational scoialisation of pre-service physical education teachers in the Hong Kong Institute of Education. With the interpretive paradigm as the conceptual framework, data concerning the professional conceptions, socialising strategies and perceptions on their socialising agents during their first field experience were collected through interviewing and writing of reflective journals. The findings demonstrated a particular socialisation process of this type of recruits. Interestingly, they were found shaping their early belief from "being liked by the pupils" to "being proficient in sports skills and instructional competence" as important requirements for PE teaching after the first field experience. The wash out effect of the field experience on the physical education teacher programme was particular significant on them. The findings provide information about how a particular group of recruits socialised professionally in their first field experience. In return, such implications can be facilitated positively in teacher education.
[Copyright © 2002 Department of Physical Education, Hong Kong Baptist University.]