柳存仁 (1917- ) 學識淵博，被譽為 “會走路的百科全書”，他曾經任教香港羅富國師範學院 (羅師)，任職期間，於1960年出版《中國歷史教學法略論》一書。該書是一代學人暢論中國歷史教學法的專著，上世紀五六十年代，在香港出版的這方面的著述不多，書中引用了很多當時羅師學生編寫的中國歷史教案，柳氏對這些教案，都能詳加分析，我們可以從中了解半世紀前，香港師範教育有關中史教師培訓的情況。

由於受到社會歷史發展的異化浪潮影響，在教育領域──無論是師範教育還是學生教育──都經歷重技術、輕倫理的危機。實用至上、急功近利、分數為准是現今教育的通病，如沐春風的生命體驗在課堂中和教師身上缺位。這是違背教育的本意的，縱宮其惡化會引發嚴重的社會問題，如今惡果已經有所顯現。教師培訓直接影響整個社會的素質，那麼，教師培訓是單純的職業培訓還是綜合了職業和生命的 “整合培訓”？本文試圖回答這個問題，並提出一系列可操作的措施。 本文試圖從歷史角度、社會角度和香港教育學院發展三個方向來探討教師接受生命教育對師範教育的重要影響，分別注重縱向的延續和傳承 (香港師訓的文化背景和教育史探究) 以及現今的情境與狀況 (香港教育學院的處境和Education Plus的解讀)，希望從整體上對師資的生命教化之重要性以及在香港師範教育中操作生命教化、從而通過師資培訓影響學生生命、從而提升整個社會素質這一連鎖行為作出論證。 具體而言，本文主要分三個部分。第一部分注重理論的梳理：討論在中西文化思想史上對於教育之生命內涵的體認，指出生命關懷和生命教育是教育的實質和核心。第二部分注重現實問題的參與：以兩岸三地為例，討論現今教師的生存處境，凸顯對教師進行生命教育的必要性和迫切性。第三部分以香港教育學院為實例，以Education Plus 的概念為核心，結合宗教教育和心靈教育中心的宗旨和作為，分析和展望香港師訓教育發展和前景。

A shift from the investigation of classroom teaching methodology, learning theoretical rationales, and areas in teacher’s linguistic/subject knowledge (Woods, 1996) into teacher cognition has emerged since the 1970s. Such a shift has a sparkle on the concern of teachers’ mental lives, i.e. the process of how they conceive (beliefs, assumptions, knowledge), implement (teaching practice), reflect on (decision-making) and reconstruct (reflection) knowledge significantly relevant to teachers’ classroom practices (Borg, 2014). The present study is a longitudinal multi-case research implemented across 1 year and 9 months focusing on what 8 Hong Kong student-teachers think, know and do during their pre-service (stage 1) and later in-service teaching practices (stage 2), and how the change of teacher cognition overtime/across context. Data collection instruments include: semi-structured interviews, classroom observations, post-lesson conferences, teaching artifacts and teachers’ own reflective journals. A narrative approach is used for data analysis and report. The present preliminary findings of stage 1 reveal that (i) teachers’ schooling defines early cognitions and shapes teachers’ perceptions of their initial teacher training (ii) professional coursework may affect existing cognitions although especially when unacknowledged (iii) contextual factors may influence practice either by modifying cognitions or else directly (Borg, 2003). Emerging from this is the understanding of “teacher cognition, schooling, professional education, and classroom practice are inter-woven” (Borg, 2014). Teacher trainers can be made aware of the significance in designing teacher education programmes and continue to contribute in longitudinal studies of teachers’ cognition as this area about teacher development across contexts from pre-service to in-service stages is still under-explored locally in Hong Kong or regionally in Asia.

Teacher Professional Development” (aka teacher PD) has garnered research attention in recent years. Scholars seek to understand the teacher PD process, while practitioners are interested in deriving policies to facilitate teacher PD. The consensus emerging from the pool of literature is that teacher PD should be “individualized”: more focused on fostering teachers’ personal growth instead of enforcing “standard practices”. The Anglosphere has been leading in the domain of teacher PD, causing many regions to imitate its practices. Using documentary analysis, this paper reviews teacher PD policies in Hong Kong over the past forty years and compares them with practices typically adopted in the Anglosphere. The paper suggests that the PD policies of Hong Kong progressed from ‘solely teacher training’, to ‘emphasis on generic skills’, to ‘lifelong learning’. The concept of ‘Confucian Heritage Culture’ is used to explain the differences between the Angloshpere and Hong Kong in terms of PD practices. Implications for adapting teacher PD practices cross-culturally are discussed.
[Copyright © 2015 AAPE.]

本文是一項質性研究的初步結果，探究香港在過往兩年施行資訊科技教育時，學校是採用怎樣的模式推行教師專業發展。參與研究的學校共有 19 所，包括 10 所小學、9 所中學。三位作者在分析數據和學校文件後，發現學校所採用的「教師專業發展模式」不只一種「標準化模式」，84.2% 學校還會選用「站點為本模式」，而「自我學習模式」則只有 10.5% 學校選用。此外，研究亦揭示教師專業發展內容必須跟教師日常工作有關，而不應流於學者所重視的學習理論。
[Copyright © 2015 香港教師中心.]

香港推行小班教學的特色是重視教師專業發展，以優化小班教學成效。特別是政府於小學實施小班教學政策後，委託大專院校開辦了多元模式的在職教師小班教學專業發展課程。這些課程根據香港“小班教學研究”報告的建議，參照西方近代學習理論，以提升學生學習的理解能力為目標，並涵蓋了學習目標、提問、學生參與、小組合作、回饋、評估等六項主要教學原則。本文探討了這些原則背後的教育理論，進而分析了香港小班教學教師專業發展的經驗和面對的挑戰，指出需注重理論和實踐結合，避免過度“技術導向”，其關鍵在於提高教師的專業判斷能力，而專業學習社群的成立，對促進教師的持續性專業成長至為重要。

香港政府自2009─2010學年起於300多所小學推行小班教學，一些中學也有局部推行小班提升教學質素的嘗試。要有效推行小班政策，促進教師專業發展是關鍵。同時，香港教育局大規模在進行小班教學的學校推廣學習圈課研，希望深化小班教學改革的成效。本文透過一所香港直資中學在中一數學科有效運用學習圈推行小班教學的個案，探討如何運用學習圈課研，提升教學質素，建立教師專業學習社群，有效持續發展小班教師專業，深化小班教學改革的影響。

徐教授先從較宏觀的角度就教師教育課程與培訓模式，分享他對教師教育發展的觀察。進而探討教師教育、教育制度發展和社會發展的關係。最後亦嘗試介紹教師教育的發展趨勢和創新，回應現今社會上各持份者對教師的角色和素質的不同要求。