「香港小學思維技巧工作坊及思維教案計劃」（以下簡稱「小思」）是「思維工程」在一九九九年度獲優質教育基金撥款資助的一個項目。與上一個撥款項目「中學教師思維工作坊」不同之處(胡飄、關綺雲，2002)，在於「小思」的對象是小學教師，內容不僅是進行培訓思維教學的工作坊，更會在小學內實踐思維教案。本文之目的是簡介這項計劃的內容、推行情況及當中的一些經驗分享。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

西方研究教育改革及教師發展的文獻，主張從教師個人發展的角度，思考教師在改變教學範式過程中如何建立個人的意義，才能為教師在增進知識與發展能力方面帶來真正的轉變。專題研習為香港教改短期發展(2000-05)其中一項關鍵項目，旨在通過嶄新的學習與教學策略，發展學生的共通能力。本文探討職前教師推行專題研習的實際經驗，闡述他們在個人成長及工作意義方面的發現，藉此突顯教師在推行專題研集過程中所得的實踐經驗，不但是個人的深刻體會，更是教師累積知識及提昇能力的基礎。
In light of existing literature on education reform and teacher development, this paper sees teacher development as self understanding rather than merely as knowledge and skills development. Based on the interviews with pre-service secondary schoolteachers, this paper examines how their experiences as project learning tutors echo the recurrent themes of survival and discovery on the early stage of teacher development. It argues that teacher experience and self understanding is the foundation for further pursuit of knowledge and skills development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

在上個世紀，香港在職教師培訓有五星期覆修和十六星期的語文教師在職進修課程，除了這些系統培訓外，各校也會舉辦一些校本教師講座及由民間教育團體舉辦新教師入職課程。回顧香港在職教師在過去十年的發展，政府首先對在職教師的學歷資格及專業發展日益重視；及後在課程改革的環境下，不少學校近年以共同備課和同儕觀課來促進教師專業的提高。近年，教育當局又大力推動教學啟導培訓和在職教師專業交流活動；同時，又有專業團體為在職教師提供較重實踐性的培訓課程。從這些不同的教師在職培訓項目的特色，可見香港在職教師專業培訓在過往十年有長足的發展。
In last century, there are three types of professional development of in-service teachers in Hong Kong. The most systemic type is the five-week refreshment training programme and sixteen-week language teacher enhancement programme, while some professional organizations run on induction programme for new teachers in every summer and many schools run school-based seminar for their teachers. In last decade, government pays more attention in the qualification and professional development of in-service teachers in the beginning. Later in the context of curriculum reform, many schools upgrade teacher professional performance by co-planning and peer-observation. Recently, EDB implement mentorship courses to support new teachers and promote professional exchange activities for inservice teachers. Meanwhile, Some professional organizations provide training programme which have more focus on action learning for teachers. This paper describes the situation of professional development of in-service teachers in last decade and discusses the special features of these in-service teacher training programmes.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

Most in-service teachers find curriculum modules difficult to understand when they are studying for a part-time degree in education. In teaching in-service teachers about curriculum, the author first encountered difficulty in catering for their different needs arising from their diversified backgrounds. The condition gradually improved when cooperative learning was used as the main teaching strategy. In this paper, the author attempts to share his experience of using Jigsaw II to teach in-service teachers. The successful implementation of Jigsaw II is discussed, including skilful handling of participants' requests, clearing their misunderstanding of the concept of Jigsaw II, and allowing time for the participants to appreciate the beauty of Jigsaw II.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

隨著知識經濟時代的來臨，知識社會逐漸形成，新型態的知識工作者（knowledge worker）出現，不少學者開始重視「知識管理」的觀念，並把「知識管理」的理論應用於教育改革和教師專業發展。本文初步探討知識管理的理念對課程領導與教師發展的啟示，並對下列範圍作討論：
（1）知識管理的意涵及課程知識的管理；
（2）校長和中層管理者成為課程（知識）領導，著重知識的創造、整理和分享、教師個人知識管理，以及知識社群和網路的發展。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

通識教育科在新高中課程是四個核心科目之一，教師專業發展被視為推行該課程的重要因素。這文章嘗試探討與通識科教師專業發展相關的議題。雖然通識科教師對課程實施有不同的關注，但該科肯定為教師提供機會發揮教師專業能力。這文章對通識科教師的專業知識結構加以檢視，並且把它分成課程知識、學科教學知識和實踐性知識三個類別。另外，通識教育科教師的專業發展有培訓課程、實踐平台和教師網絡多種途徑。
Liberal Studies will be one of the four core subjects in the new senior secondary (NSS) curriculum. Teacher professional development is regarded as an important factor in implementing this subject. This paper is to explore the issues related to the professional development of Liberal Studies teachers. Although the implementation of Liberal Studies stimulates different teachers' concerns, it surely provides teachers with opportunities to demonstrate their competence. The structure of professional knowledge of Liberal Studies teachers is examined in this paper and can be categorized as curriculum knowledge, pedagogical content knowledge and practical knowledge. In addition, professional development courses, practice and teacher network are the possible ways for the continuous professional development.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]