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。

This paper reports a study comparing the immersion pedagogy used by content-trained late English immersion teachers in Hong Kong and language-trained late English immersion teachers in Xi’an, China. The study investigates the classroom discourse of these teachers for evidence of support for their students’ content and target language learning.

It is a cliché that education reform without teachers' contribution would be futile. It is also true that in this fast changing world without change in teachers' fundamental belief and practices the outcome would also be the same. Having gone through eight years of educational reform in Hong Kong, there is a common belief that isolation strategy has disappeared. By this it means so long as one commits oneself to the business of education, a collaborative way of practices both vertically between leaders and the frontline teachers and horizontally among colleagues is deemed to be a culture within which one has to be exposed to influences from all sides. Whether such a condition is taken as a threat to or a resource for professional development depends not only on an individual’s perception and competence but also the kind of condition within which its counterparts have created. It is within this context that this paper attempts to propose a model for organizational development as a whole and teacher's professional growth in particular in light of jazz as a metaphor. The author will explain how this model sheds light on the possibility of how diversity and unity could work together in the service of nurturing excellence and creativity with ethical leadership as the foundation.

The primary aim of this paper is to describe what a professional learning community is and how Learning Study can be regarded as a platform to develop such community in schools. This paper also aims to illustrate with a Learning Study case how the knowledge produced in the Learning Study process becomes public, first within the school in which the case is conducted and then widely across schools as part of the dissemination process. A professional learning community is one where teachers relate their professional learning to the improvement of their students’ learning; take collaborative responsibility for students’ learning; and work together to maximize their learning. Learning Study, which is a form of action research premised on a conceptual framework that builds on three types of variation, is employed as the key agent in the development of such community. By focusing on these three types of variation in a specific object of learning, teachers in the professional learning communities are able to learn from their students, from other teachers and from researchers. Dissemination of the Learning Study case through public seminars to other teachers is an integral part of the participating teachers’ learning when they reflect and prepare for it. Each teacher’s personal professional development thus contributes to a collective knowledge base. This paper draws on the data of a Learning Study about the teaching of “Evaporation and Condensation of water” at Primary 3 level to illustrate how teachers’ professional learning can be enhanced through: engaging in the study that permits a professional dialogue among colleagues; enhances collaboration with tertiary institution; encourages teachers taking enquiry stance; opens opportunities for multiple means of dissemination; and opens opportunities for teachers to reflect on their own practices in a more systematic way.