Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong.
Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning learning how to teach social circus in school.
Method: Both quantitative and qualitative data were collected through post workshop evaluation questionnaire and interviews of 16 randomly selected participants. The interpretive inquiry was adopted as theoretical framework for generating meanings.
Results: The findings indicated that all participants perceived their professional learning experiences positively. Factors facilitating their professional learning were the participants' high professional expectation of the workshop, rich content of the program that could satisfy their novel experience and enhance their teaching, and the instructors' good performance. They believed that social circus could be developed for cultivating students' motor skills, physical fitness, Chinese cultural heritage, personal qualities, creativity and satisfaction as well as serving as inclusive activities. However, lacking of teaching materials, incompetence in professional skills, inadequate supply of equipment, anticipated managerial and safety concerns and the support from other PE colleagues were found to be the major difficulties for its implementation. On the other hand, high professional expectation, satisfying and novel experience, learning something, helpful with teaching, rich content and good instructors' performance were enhancing factors for their professional learning. The findings generate understanding and insights on how serving PE teachers' learn to improve their curricular practices for maximizing students' learning.
背景：雜藝是一項具中華文化特色的民間體育活動。近年來，一些老師已嘗試將雜藝引進於學校體育課程內。
目的：本文旨在報告38位中小學體育教師於2個兩天雜藝工作坊的專業學習經歷。

教學實習是職前教師教育重要的一環，學員可以透過實習將學到的理論作具體實踐和驗證。本文就職前教師教育的教學實習，從不同的運作層面探討學院與實習學校間四個合作模式，並提出建立成功與持續性之院校合作關係的各項要素。文章的第二部份則集中探討香港情況，對香港教育學院與學校的合作模式作深入剖析，報告參與院校合作計劃的學員和學校教師之訪問內容。最後，本文歸納各類型合作模式和參與者的經驗分享，總結院校合作賦予的啟示，進而展望未來的合作路向。
The field experience is an important component in the initial teacher education programme and this is an opportunity for the student-teachers to contextualize and test out their learning. This paper sets out to examine the operational levels of institute-school partnerships in which the initial teacher education and schools are engaged as partners in the field experience. Having identified the levels of operation, the literature review describes four possible models of partnership and defines conditions for the success and maintenance of such relationship. The second part of the paper examines the local context by analyzing the various forms of partnerships that the Hong Kong Institute of Education has been engaged in. Moreover, interview data from the student-teachers and the school teachers who participated in the schemes of collaboration were reported. Drawing on the different modes of partnership and the experiences of the participants, the paper concludes with the implications and postulates the future direction of development.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

The expectations of school administrators, teachers, parents and students on form teachers at secondary 1 to 3 levels, the feelings and opinions of form teachers, and their roles and duties in a local subsidized secondary school were studied intensively by interviews and questionnaires as a pilot. It was found that the roles of junior form teachers were important and their responsibilities were ever increasing. Duties of form teachers could be grouped into four areas: Daily Classroom Duties, Class Club Duties, Student Counselling and Communication with Parents. Students expected their form teachers to care for them and help them learn and grow. Parents appreciated the bridging role of form teachers. School administrators recognized the importance of effective form teachers to the good management of a school. Form teachers themselves wanted an effective and fair Form Teacher System and to spend more time on educational issues.
After the pilot, 1007 teachers from 85 schools were studied by referring to the questionnaire on the roles and duties of form teachers in junior forms. The data were then analyzed and some suggestions were proposed focusing on the problems found.
本研究透過詳細測試一所標準津貼中學的學校行政人員、初中班主任、資深老師、學生及家長進行訪問及問卷調查，研究他們對班主任角色及職責的看法，發現初中班主任之角色甚為重要及職責日益繁重。班主任的工作有四大範疇，包括處理日常班務、班會事宜、學生輔導及家長聯繫。訪問中也發現學生期望班主任能照顧他們的學習及幫助他們成長。家長感謝班主任能作溝通的橋樑。行政人員確認了高效能的班主任對學校的管理甚為重要。而班主任自己卻期望能較專注於教育性質的事務上並且在任教的學校裏有一個公平有效的班主任制度。
測試後，筆者進行一個較大型的研究，有85 所中學參與，共1007 位老師接受了問卷調查。資料收集後，經數據分析，筆者嘗試針對問題作出一些討論及建議。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：近年學校實踐校本課程發展計畫，識字教學常是熱門的設計項目。本文作者為了配合這一種趨勢，在師資培訓課程中嘗試運用「輔導探究式教學法」指導職前學員掌握教小學生識字的方法。整個嘗試設以行動研究的形式來完成。
目的：是次行動研究的目的是探討該班學員在「輔導探究式教學法」的指導下的學習成效、他們對這種授課方法的情意反應，和「輔導探究式教學法」應用在師資培訓中要注意的問題。
研究對象：香港教育學院一年制的小學學位教師教育文憑課程的九名學員。
研究方法：本研究按「輔導探究式教學法」的理論安排整個教學過程，包括教學輸入、學員分組討論、分組導修課和報告課四個環節。在四個環節完成後，進行評估性測驗和問卷調查，以回答研究要探討的問題。
研究結果：學員通過「輔導探究式教學法」基本上能明白教識字的方法和原理，他們也普遍接受這種教學方法。從研究者觀察所得，該組學員的自學能力較弱，部分學員在學習上存在「拿來主義」的心態。
總結：用「輔導探究式教學法」指導該組學員認識怎樣教識字，就成效而言是可接受的。在施教的過程中，研究者體會到，學員的自學能力和態度對他們的學習成效有一定的影響。這兩方面如何改進，很值得同行三思。
Background: In the recent years, practicing the school-based curriculum development program is a norm; designing a useful Chinese Character Cognition ("CCC") approach becomes a very hot topic in the education arena. Following on this general direction, the author of this paper has conducted an action research study using the Guided Inquiring Method ("GIM") as the methodology against Chinese Character Cognition with a group of students from the Teacher Training Program, who prepare themselves to be the primary school teachers.
Goals / Aims: The objective of this study is threefold -- to investigate the effectiveness of applying GIM against the target study group, to observe the degree of their acceptance, and at the same time to reveal what should we pay attention to while using this method.
Target Study Group: A group of 9 students from the Postgraduate Diploma in Education (Primary) program (one year full time) at the Hong Kong Institute of Education.
Method: The general design of the entire study is based upon the theory of the Guided Inquiring Method, plus injection of basic teaching knowledge, group discussion, group tutorial sessions, and in-depth discussions among the target group members. In order to accomplish the goal of this study, objective assessment and questionnaire were used to confirm the findings at the end stage of the study.
Results: There are two key findings in this study. (1) With using GIM, it

1920 年，香港政府為了解決日漸增多的學童就學問題，同時成立了官立女子漢文師範學堂和官立漢文男子師範學堂。這兩所學校與1914 年開設的官立實業專科學校漢文師資班和1926 年建立的官立大埔師範學校，共同為當時香港各區漢文學校培養、培訓合格的師資。自1920 年創立到1941 年停辦為止，女師前後一共畢業學生二十一屆二百零二人，為香港基礎教育（特別是女子教育）的發展起了一定的積極作用。由於至今尚未有人對這所早期師訓學校從任何角度進行研究，以致包括教育界的絕大多數港人對它幾乎毫無認識。本文通過搜尋各類零星的文獻資料，希翼盡量理清這所香港歷史上僅有的女子師範學校的發展線索，還其在香港師範教育史上的應有位置，並以此引發同好進一步研究女師及香港教育史的興趣。
The Vernacular Normal School for Women (VNSW) was established in September 1920 by the Hong Kong Government under the governorship of Sir Reginald Edward Stubbs (1919-1925) to solve the problem of shortage of qualified schoolteachers. Together with the Vernacular Normal School for Men (1926-1940) and the Vernacular Tai Po Normal School (1926-1941), the teacher training institutes supplied majority of the qualified pre-service Chinese teachers in Hong Kong during the ensuring two decades. This paper, using primary and secondary sources, discusses the background of establishment, staff and students, curriculum, and closure of the VNSW, as well as its contributions to the progress of Hong Kong's female education.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]