隨著高等教育全球化的浪潮,跨境高等教育逐漸興起,越來越多的中國內地學生選擇了出境求學。自1997年香港回歸以來,內地赴港求學人數已超10萬。這批赴港求學的人員中,有一個特殊的群體,他們在香港高校獲得博士學位,最終回到內地高校工作,本研究將其稱之為港歸教師。近年來,海歸教師群體成為研究的一個熱點,但鮮有研究關注港歸教師。作為內地高校教師中既不同於海歸教師,也有別於本土教師的群體,他們在內地學科組織發展的人才培養、科學研究以及管理與服務中發揮著何種作用,他們對於學科發展有著怎樣的思考,本研究將以教育學科為例,對以上問題進行探討。本研究採用履歷分析法梳理了港歸教師的基本情況及其在學術工作上的表現; 採用訪談法考察了港歸教師在香港的求學情況與回歸內地後的學術工作實踐,歸納了他們對於內地教育學科發展的思考; 採用文獻計量法考察了港歸教師的學術發表情況。得出以下結論:第一,港歸教師主要受香港高校的國際化程度、文化傳統、地理位置、獎學金制度和修業年限等因素影響而選擇前往香港求學,同時在就業市場、人才競爭力、家庭和社會融入等因素的作用下回歸內地。第二,港歸教師的特殊性體現在其學術特徵、行為特徵和回歸特徵上。從總體上看,該群體在從事學術職業時的國際化程度較高,能適應國內外兩種發表規則;與內地聯繫緊密且對中國文化認同度高;有明晰的回歸意願與良好的回歸準備。第三,港歸教師在推動學科組織人才培養、科學研究、管理與服務的國際化方面發揮著積極的作用,這是其依靠跨境人力資本和跨境社會資本獲得的學術職業發展優勢,也是國際化人才面臨競爭性壓力而採取的學術策略。第四,港歸教師認為,內地教育學科應在研究範式和學術人員多元化的基礎上,發展扎根於本土的中國的教育學科。在此過程中,港歸教師應堅持立足於本土並向國際延伸的理念與優勢,把握好作為中國研究者的本土視角和身份,警惕過度國際化帶來的負面影響。本研究揭示了內地教育學科港歸教師的學術實踐及其作用,從港歸教師的角度探討了內地教育學科發展的路徑,為教育學科吸納多元化背景主體參與學科建設的實際效用與發展方向提供了參考,豐富了我國高校教師群體的相關研究。

隨著國家綜合實力的提升以及近十年來各種引才計劃的持續實施,大批海歸人才歸國創新創業。大學成為高層次人才集聚的重要領地,他們的生存樣態和學術職業發展備受關注。已有研究側重考察回到中國內地的海歸學者,而鮮有研究關注選擇在香港從事學術職業的內地海歸人才。這群擁有多元教育背景的內地學者如何在中西合璧的香港高校發展其學術職業是本研究的焦點所在。本研究以香港X大學和Z大學中的內地教師為研究對象,分析教師的學術合作網絡形成過程及其結構特徵,從數量和質量兩個方面來考察其科研生產力情況,並探討合作網絡與科研產出之間的關係。本研究採用文本分析法梳理了香港政府和高校的人事制度及科研基金政策;採用履歷分析法甄別所有符合研究條件的港校內地教師並確定研究對象和方案;通過訪談21位教師勾畫其學術合作網絡特徵;採用文獻計量法考察了56位教師的科研產出特徵。本研究得出以下主要結論:第一,香港高校內地教師擁有跨國界、跨機構的多元學術合作網絡。其學術合作網絡存在明顯的學科差異,相較於人文社科領域的教師,理工領域的教師合作比率更高且篇均合著者數量更多,跨地區、跨國界合作非常顯著,醫學尤其突出。第二,港校內地教師的論文發表以國際核心期刊為主,主要為英文,人文學科教師同時發表少量中文論文。教師的科研產量較高,且來港後科研產出數量有顯著提升;科研產出質量較高,八成以上的論文都發表在Q1、Q2分區期刊中。第三,港校內地教師的科研產出數量隨著專業年齡的增長而波動上升,專業年齡在科研產出質量方面影響不大。教師的科研合作有助於科研發表數量的增多,期刊論文的影響因數分別與論文合著者數量和合著者國際化程度呈正相關。本研究揭示了港校內地學者的學術合作網絡特徵和科研成就及其貢獻,為研究香港和內地學者之間的學術關係以及學術人才環流現象拓展了思路。質性和量化相結合的研究方法更全面地展現了學術人才科研合作網絡與科研生產力之間的內在關係和發展特徵。

The relationship between the teaching of English as a foreign language (EFL) and translation have been loosely entwined for a very long time. However, in the past decade, a number of academics have developed a renewed interest in the interplay between the two, and some teacher education universities offer translation courses to their student teachers. This paper presents findings from a preliminary study in which a questionnaire survey was used to identify the motives and perceived benefits of learning translation of 40 non-native EFL student teachers whose first language is Chinese, in a teacher education university in Hong Kong. The findings indicate that the pre-service teachers decided on taking translation courses or taking the subject as a minor because of their interest in both Chinese and English and their eagerness to improve their proficiency in these languages. The belief that learning translation might help non-native EFL student teachers secure a job in a language-related field is another prime motive for them to learn translation. It was discerned that they perceive learning translation to be beneficial to both their Chinese and English proficiency, especially in the knowledge of English grammar, and they have benefited in bilingual competence and career options. The paper concludes that although EFL student teachers tend not to work as professional translators after graduation, learning translation is deemed to have provided them with multifaceted benefits and increased their competitiveness in language-related fields.A relação entre o ensino de Inglês como Língua Estrangeira (EFL) e a tradução está entrelaçada há muito tempo. Contudo, na última década, diversos acadêmicos têm desenvolvido um interesse renovado em sua interação e algumas universidades de formação de professores oferecem cursos de tradução para os seus professores em formação. Esse trabalho apresenta os resultados de um estudo preliminar no qual um questionário foi utilizado para identificar

Teacher professional development (TPD) is regarded as crucial to fostering teacher improvement. Recent calls for the internationalization of teacher education and professional development, including teachers undertaking courses taught abroad, have enhanced the scope of TPD opportunities. Yet, little is currently known about how such international experiences of TPD shape the perspectives of these teachers. It is also unclear how the learning these teachers experience in foreign settings is reflected in their engagement in the practices and activities of schools and classrooms upon returning to their home country. Therefore, this paper reports the results of a study that explores the perspectives and experiences of one group of in-service mainland Chinese teachers who undertook professional development in Hong Kong. Grounded in a theory of teacher identity construction and using in-depth interviews, results suggest that the teacher’s identities were shaped by the learning they experienced during professional development. However, following their return to teaching positions in mainland China, relations of power within their schools blocked the construction of their preferred teacher identities in practice. Suggestions are made for supporting the identity construction aims of teachers who undertake international professional development and implications for future research are considered. Copyright © 2020 National Institute of Education, Singapore.

As a consequence of English developing into a global language, new varieties of English have emerged and the language has assumed the role of a common medium of communication among speakers of different ethnolinguistic backgrounds. When Hong Kong was transforming from a British colony into “Asia’s World City” after its sovereignty was returned to China, the notions of “World Englishes” (WE) and “English as a Lingua Franca” (ELF) were also introduced to teacher-trainees taking English as their major subject in a local university in Hong Kong. Despite this, preference for the native English models seemed to prevail. This article examines the extent to which ELF was a rhetoric rather than a reality as perceived by this group of students. Through the Verbal-guise Technique and group interviews, the article examined the attitudes of 105 English teacher-trainees in Hong Kong towards four native and three Asian speech samples of English (including their own). The results showed that although the respondents displayed good confidence in their own accent and positive attitudes towards all speakers, their strong preference for the American and British models remained deep-rooted, suggesting that a linguistic hierarchy exists even in the WE paradigm. Copyright © 2020 Informa UK Limited.

Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world. Copyright © 2019 Intellect Ltd Article.

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team addressing the challenges relevant to an Asia-Pacific context. The study employed a qualitative design. Data were drawn from teacher interviews, meetings between the research team and the teachers, school documents and field notes. Findings suggest that while contextual challenges exist, PR is an effective approach for teacher professional development. Teachers perceived the direct impact of PR as observing the improvement of pupil performance and engagement, and a readiness to adopt new teaching strategies. Teachers also reflected on the benefits of professional development as related to the use of evidence to support reflection on pupil learning and teaching, and redefining teachers’ roles. The findings provide insight into designing effective support and collaborative strategies for PR. With the support of the findings, a feasible approach to PR as a teacher professional development strategy relevant to an Asia-Pacific context is proposed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Teacher identity construction is seen as crucial for professional development and in readiness for adoption of pedagogical innovation. Based on life-history narrative study of three experienced CFL teachers, this chapter explores how the three teacher participants account for their experiences of constructing successful professional identities. The three teacher participants shared their stories of over 20 years of teaching Mandarin Chinese to non-native speakers in both the national school context in Australia and the international school context in Hong Kong. Their collective reflection on the process of constructing successful professional identities in Western-based school contexts revealed the complex and shifting nature of identity construction. The study finds that the processes of constructing a successful professional identity in Western-based school contexts are reflected in narratives of an effective blend of Eastern and Western cultural values and pedagogical practices. This “middle ground” notion of constructing professional identity has important implications for CFL pedagogical innovation in Western-based school context. Copyright © 2016 Springer Science+Business Media Singapore.

Web 3.0時代帶來了幼兒園教師培養與培訓方式的變革。本文對香港大學教育學院基於魔燈（Moodle）2.0平台構建的PBL²課程模式作了較詳細介紹，並剖析了這一課程模式所蘊含的幼兒園教師培養與培訓的變革意義。這一課程模式對內地開展幼兒園教師培訓有一定借鑒意義。 The Web 3.0 era has brought up with many revolutions in early childhood teacher education. This article aims to introduce the Moodle-based PBL2 Model used by Faculty of Education, The University of Hong Kong and analyzes its significance for early childhood teachers’ cultivation and training. This model also has its educational implication for the reform of teacher training in Mainland China. Copyright © 2014 浙江教育報刊社.

Mathematics has be stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementary and secondary school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards. Copyright © 2013 Korean Society of Mathematical Education.